Os sentidos sobre o professor e sua formação em 15 anos de Zetetiké: 1993 - 2007

This research presents a study on mathematics teacher education, examining the bibliographic production in 15 years of the journal Zetetiké (1993-2007), totalizing 140 papers. From these, 49 were classified as ‘teacher formation’, thus constituting the corpus of the investigation. The research focused on three units of recording and analysis: (i) problems of research; (ii) the meanings of ‘being a teacher’ and their ‘duties’; and (iii) the meanings of ‘teacher’s education’. For the processes of categorization we use Textual Analysis, which allowed us to observe some trends. Regarding the problems of research we found that the research actions involve a range from: to report, disclose, describe, identify up to study, discuss, understand, evaluate. With reference to ‘being teacher’ and its ‘duties’ in the whole period of this study it were pointed problems related to the mathematical content and to the pedagogical project of the school unit, with 30 papers giving prescriptions for the teachers actions in its educational context. With regard to the meanings on teacher education, the most frequent references concern: the functions of teacher formation; what is expected of the teacher during and after the education processes; and the emphasis on the importance of initial formation for mathematics teacher’s education.

Frances Anderson Gilmer Papers - Accession 247 - M104 (133-134)

The Frances Anderson Gilmer Papers consists of electrostatic photocopies of the following: genealogical records; biographical sketches; Records relating to the Sons of the American Revolution (SAR) and Daughters of the American Revolution (DAR); copy of the “The Revolutionary Soldiers of Catholic Presbyterian Church of Chester County, South Carolina" by Mary Wylie Strange; Diary of S. T. Anderson: Confederate Prisoner of War 1864-1865 by Margaret Anderson Harden (1908). Lt. Samuel Thompson of Anderson (1838-1894) was a Confederate soldier during the American Civil War in Co. D 1st South Carolina Cavalry. The genealogical records relate to the following families: Anderson, Wylie. McCalla, McKown, Yeamans, Moore (i.e., Governor James Moore) and Adair.

Charles Eric "Chuck" Dawson, 1922-1993 [in Memoriam]

Obituary of Charles Eric "Chuck" Dawson, 1922-1993, American marine ichthyologist.

Harbor Porpoise (Phocoena phocoena) Abundance in Alaska: Bristol Bay to Southeast Alaska, 1991-1993

Between 1991 and 1993, Alaska harbor porpoise (Phocoena phocoena) abundance was investigated during aerial surveys throughout much of the coastal and offshore waters from Bristol Bay in the eastern Bering Sea to Dixon Entrance in Southeast Alaska. Line-transect methodology was used, and only those observations made during optimal conditions were analyzed. Survey data indicated densities of 4.48 groups/100 km2, or approximately 3,531 harbor porpoises (95% C.I. 2,206-5,651) in Bristol Bay and 0.54 groups/100 km2, or 136 harbor porpoises (95% C.I. 11-1,645) for Cook Inlet. Efforts off Kodiak Island resulted in densities of 1.85 groups/100 km2, or an abundance estimate of 740 (95% C.I. 259-2,115). Surveys off the south side of the Alaska Peninsula found densities of 2.03 groups/100 km2 and an abundance estimate of 551 (95% C.I. 423-719). Surveys of offshore waters from Prince William Sound to Dixon Entrance yielded densities of 4.02 groups/100 km’ and an abundance estimate of 3,982 (95% C.I. 2,567-6,177). Combining all years and areas yielded an uncorrected density estimate of 3.82 porpoises per 100 km2, resulting in an abundance estimate of 8,940 porpoises (CV = 13.8%) with a 95% confidence interval of 6,746-11,848. Using correction factors from other studies to adjust for animals missed by observers, the total number of Alaska harbor porpoises is probably three times this number.

Literacy Research: Issues of Authority, Ownership, and Representation

With the “social turn” of language in the past decade within English studies, ethnographic and teacher research methods increasingly have acquired legitimacy as a means of studying student literacy. And with this legitimacy, graduate students specializing in literacy and composition studies increasingly are being encouraged to use ethnographic and teacher research methods to study student literacy within classrooms. Yet few of the narratives produced from these studies discuss the problems that frequently arise when participant observers enter the classroom. Recently, some researchers have begun to interrogate the extent to which ethnographic and teacher research methods are able to construct and disseminate knowledge in empowering ways (Anderson & Irvine, 1993; Bishop, 1993; Fine, 1994; Fleischer. 1994; McLaren, 1992). While ethnographic and teacher research methods have oftentimes been touted as being more democratic and nonhierarchical than quantitative methods—-which oftentimes erase individuals lived experiences with numbers and statistical formulas—-researchers are just beginning to probe the ways that ethnographic and teacher research models can also be silencing, unreflective, and oppressive. Those who have begun to question the ethics of conducting, writing about, and disseminating knowledge in education have coined the term “critical” research, a rather vague and loose term that proposes a position of reflexivity and self-critique for all research methods, not just ethnography or teacher research. Drawing upon theories of feminist consciousness-raising, liberatory praxis, and community-action research, theories of critical research aim to involve researchers and participants in a highly participatory framework for constructing knowledge, an inquiry that seeks to question, disrupt, or intervene in the conditions under study for some socially transformative end. While critical research methods are always contingent upon the context being studied, in general they are undergirded by principles of non-hierarchical relations, participatory collaboration, problem-posing, dialogic inquiry, and multiple and multi-voiced interpretations. In distinguishing between critical and traditional ethnographic processes, for instance, Peter McLaren says that critical ethnography asks questions such as “[u]nder what conditions and to what ends do we. as educational researchers, enter into relations of cooperation. mutuality, and reciprocity with those who we research?” (p. 78) and “what social effects do you want your evaluations and understandings to have?” (p. 83). In»the same vein, Michelle Fine suggests that critical researchers must move beyond notions of the etic/emic dichotomy of researcher positionality in order to “probe how we are in relation with the contexts we study and with our informants, understanding that we are all multiple in those relations” (p. 72). Researchers in composition and literacy stud¬ies who endorse critical research methods, then, aim to enact some sort of positive transformative change in keeping with the needs and interests of the participants with whom they work.

THE INFLUENCE OF THE 1992-1993 EL NINO ON THE REPRODUCTIVE BIOLOGY OF Scomber japonicus peruanus (JORDAN & HUBB, 1925)

The influence of the 1992-1993 El Nino events on the reproductive behavior of the Scomber japonicus peruanus (Chub mackerel) was studied from samples collected monthly, along the Peruvian coast (3 degrees 23`S-14 degrees 00`S), from January 1990 to December 1993. The monthly variation of the gonadosomatic index and the frequency of the periods of gonad maturation evidenced that the spawning of the species occurred all year long, being more intense in summer. The values of the gonadosomatic index were higher during the occurrence of the 1992-1993 El Nino, while the body weight and gonad weight decreased. Regarding the condition factor, its values decreased in females over 35 cm in fork length.

The Ground State Energy per Site of the Quantum and Classical Edwards-Anderson Spin Glass in the Thermodynamic Limit

We derive general rigorous lower bounds for the average ground state energy per site e ((d)) of the quantum and classical Edwards-Anderson spin-glass model in dimensions d=2 and d=3 in the thermodynamic limit. For the classical model they imply that e ((2))a parts per thousand yena'3/2 and e ((3))a parts per thousand yena'2.204a <-.

Anderson-like Transition for a Class of Random Sparse Models in d >= 2 Dimensions

We show that the Kronecker sum of d >= 2 copies of a random one-dimensional sparse model displays a spectral transition of the type predicted by Anderson, from absolutely continuous around the center of the band to pure point around the boundaries. Possible applications to physics and open problems are discussed briefly.

Teses e dissertações sobre gênero e desempenho escolar no Brasil (1993 - 2007): um estado da arte

Resultado de levantamento exaustivo - que localizou 71 estudos - das teses e das dissertações produzidas no Brasil, entre 1993 e 2007, sobre as diferenças de desempenho escolar entre os sexos, este artigo enfoca 21 trabalhos cujos achados nos pareceram mais relevantes. São pesquisas predominantemente qualitativas e que abordam, principalmente, as séries iniciais do Ensino Fundamental de escolas públicas em diferentes regiões do País, tanto em áreas urbanas como rurais. Permitem afirmar alguma homogeneidade na cultura escolar, em especial nessas séries, no que tange às opiniões das professoras, reafirmando diferenças de comportamento entre meninos e meninas e atribuindo essas diferenças à socialização familiar. São escassas as pesquisas que incorporam as falas das crianças e escassos os estudos sobre as camadas médias. Do ponto de vista teórico, poucas pesquisas articulam o gênero a outros determinantes sociais e raras demonstram uma apreensão complexa das relações de gênero no campo simbólico, para além da interação homem- mulher.