Desenvolvimento da linguagem oral em crianças afastadas da família de origem

For a complete development of oral language it's necessary the development of genetic roots of thought and utterance postulates by Vygotsky, yet the meditation of adult and the influence social and cultural that is around the child. In cases of children moved away from their birth family by judicial ways because of neglect there, is a new modality of refuge in Brazil, that is the home refuge, which is the object of our research. The present study shows an investigation about the development of speech in a child that was moved away from his birth family and forwarded to Foster Family to comprehend the contributions and activities that help in child development. The research was performed through an approach of qualitative interpretation of bibliographic type and area type. The data analysis allowed us conclude the new social and cultural way that the watched child was inserted helps in his development in a significant way enabling a qualitative jump in speech and psychic functions phase

O uso da atividade guia (brincar) como catalisadora do desenvolvimento do pensamento e da linguagem

To select pedagogical practices that allow the development of psychic function thinking and psychic function language. It's necessary understanding the whole psyche human, postulated by Vygotsky. The action of playing, the main activity of the children in the childhood education, can enhance the resilience of the psychic functions, once it provides stimulus and may include teacher's intervention during its deployment. For a better intervention, this planning in light of a theory is primordial, as well as the reflection on this practice. This research aimed to find the moment of the activities that took place the development of these functions, language and thought, in children who are in the early years of the childhood education. The survey was conducted through a qualitative interpretation approach, as action research. Data analysis allowed us to observe planned teaching practices in which enabled the development of language and thought and consequently a qualitative leap in the other psychic functions

O ensino da escrita no último ano da Educação Infantil: práticas convertidas ao traçado das letras excludentes à noção de símbolo

The theme of the writing learning in childhood education has conquered space in academic works, which occupy in analyze and understand how this process in contexts of meaning and not more before the mechanics of learning letters. Thus, in this work, it constitutes general objective to investigate whether and how the practice of teaching of oral and written expression in the last year of child education promotes the development of the symbol (sign) in children, so necessary to the learning of writing from inside to outside. The questions that served as the North for the study were the following: the teaching of writing, in the last year of child education, is organized to promote the development of the symbol (sign) in children? Which and how the ratings graphics made by children demarcate the stage of development of their writing? For its implementation, a bibliographic research was performed, using as a theoretical support for the prospect of Psychology socio-historical, especially authors as Vygotsky (1984), Luria (2001), Oliveira (1995) and Mello (2005). In addition to this was performed the empirical research of qualitative approach, according to his purpose. The data were collected by six instruments: systematic observation and direct in the classroom; audio-recording; records in a field diary, annual teaching plan of the school; lesson plan weekly and material produced by children, result of write activities. By means of the analysis of these data, we note that the writing has been worked from outside to inside, as an imposition, practice that opposes the theory of Vygotsky, already that the writing has been tackled in a way mechanical, in contexts not significant, with focused practices to the trace of the letters and copy of words, exclusive to the notion of symbol. This result points to the emergence of changes in education of writing in childhood education, without which becomes inglorious the search for a pedagogy of writing aware and...

Haploinsufficiency of a Spliceosomal GTPase Encoded by EFTUD2 Causes Mandibulofacial Dysostosis with Microcephaly

Mandibulofacial dysostosis with microcephaly (MFDM) is a rare sporadic syndrome comprising craniofacial malformations, microcephaly, developmental delay, and a recognizable dysmorphic appearance. Major sequelae, including choanal atresia, sensorineural hearing loss, and cleft palate, each occur in a significant proportion of affected individuals. We present detailed clinical findings in 12 unrelated individuals with MFDM; these 12 individuals compose the largest reported cohort to date. To define the etiology of MFDM, we employed whole-exome sequencing of four unrelated affected individuals and identified heterozygous mutations or deletions of EFTUD2 in all four. Validation studies of eight additional individuals with MFDM demonstrated causative EFTUD2 mutations in all affected individuals tested. A range of EPTUD2-mutation types, including null alleles and frameshifts, is seen in MFDM, consistent with haploinsufficiency; segregation is de novo in all cases assessed to date. U5-116kD, the protein encoded by EFTUD2, is a highly conserved spliceosomal GTPase with a central regulatory role in catalytic splicing and post-splicing-complex disassembly. MFDM is the fast multiple-malformation syndrome attributed to a defect of the major spliceosome. Our findings significantly extend the range of reported spliceosomal phenotypes in humans and pave the way for further investigation in related conditions such as Treacher Collins syndrome.

Profissionais da Estratégia Saúde da Família diante de demandas médico-sociais: dificuldades e estratégias de enfrentamento

Os profissionais da Estratégia Saúde da Família (ESF) atuam em comunidades onde a complexidade de problemáticas médico-sociais pode levá-los a sofrer psicologicamente, com prejuízos ao atendimento aos usuários e à consolidação da ESF como modelo de reorganização da atenção básica no Brasil. Esse estudo investigou as dificuldades e as formas de enfrentamento referidas por profissionais de equipes da ESF frente às demandas médico-sociais apresentadas pelos usuários em seu cotidiano de trabalho. Grupos focais e entrevistas semiestruturadas foram realizados com 68 profissionais de três Unidades de Saúde da Família da cidade de São Paulo. Tráfico e uso de drogas ilícitas, alcoolismo, depressão e violência doméstica são as demandas mais significativas para o grupo estudado. Frente a elas, os profissionais referem formação profissional e capacitação técnica insuficientes, sobrecarga e condições desfavoráveis de trabalho, com sentimentos de impotência e frustração. No enfrentamento das dificuldades, destacam-se as estratégias coletivas, especialmente as reuniões de equipe e apoio matricial, nas quais há troca de experiências, conhecimentos e apoio compartilhado. Os resultados indicam que as dificuldades referidas podem deixar os profissionais da ESF em situação de vulnerabilidade, tal como os usuários por eles atendidos. O investimento no desenvolvimento de competências, o fortalecimento de estratégias de enfrentamento coletivas, assim como maior articulação com as redes de serviços e as lideranças locais, mostram-se necessários para que os profissionais de saúde atuem com menor estresse frente às complexas demandas médico-sociais presentes em seu cotidiano de trabalho, e assim contribuam na consolidação da ESF.

Quando se inicia o processo de alfabetização?

Embora a aprendizagem informal da língua escrita na fase pré-escolarjá fosse observada desde o século XIX, muitos anos se passaram até que fosse reconhecida. Com as pesquisas lideradas por Vygotsky, Luria, Ferreiro e os estudos sobre letramento, foi possível recuperar a gênese da alfabetização e considerar suas implicações para o ensino. Assim, importa perguntar: Como compreender as primeiras escritas? Como o reconhecimento delas pode afetar as concepções sobre a língua escrita? Que condições favorecem a construção da escrita? Que implicações as aprendizagens pré-escolares trazem para as práticas pedagógicas e para as políticas de alfabetização? Com o objetivo de aprofundar o entendimento destas questões, o artigo vale - se de um estudo de caso sobre a produção textual de um menino de quatro anos, configurando-se como mais um a iniciativa para subsidiar os debates sobre a articulação entre ensino e aprendizagem.

A critical analysis on "Active Learning" in the light of Cultural-Historical Activity Theory (CHAT): Implications to Physics Education and to experimental activities as a particular case.

This is a research paper in which we discuss “active learning” in the light of Cultural-Historical Activity Theory (CHAT), a powerful framework to analyze human activity, including teaching and learning process and the relations between education and wider human dimensions as politics, development, emancipation etc. This framework has its origin in Vygotsky's works in the psychology, supported by a Marxist perspective, but nowadays is a interdisciplinary field encompassing History, Anthropology, Psychology, Education for example.

Hands-on experiments in the Practicum: repositioning student teachers' autonomy.

Following a worldwide trend, the Initial Teacher Education (ITE) Programmes in Brazil are recently searching for ways of integrating practice into curriculum. It raises question about what practice must be integrated and how. Notably, university-based courses are disconnected from school and have low commitment with school issues (Zeichner, 2009).The student teacher induction into school daily life is not an easy task, mainly when the practitioners are transforming physics classroom practice toward an active learning. Drawing on cultural-historical framework (Wolff-Michael Roth & Lee, 2007; Vygotsky, 1978) this study addresses the articulation between Practicum in Physics Classes and the Hands-on Experiments (HoE) used throughout the Practicum. Although in a different level, both Practicum and HoE are linked with an idea of practice. Particularly, this study focuses on how HoE might foster student teachers' autonomy and agency in the Practicum. Data was gathered in the course Practice of Physics Teaching at University of São Paulo/Brazil in 2010; in a cohort of 60 student teachers doing a year-long Practicum in urban school in São Paulo city. Data was analysed using qualitative research methods (Roth, 2005), based on 14 interviews and video records of the student teacher preparing the HoE for Practicum we will present in general lines the role of HoE for student teacher autonomy.

Procedimiento para la evaluación de la cobertura vegetal en sistemas sedimentarios costeros mediante tecnologías de la información geográfica (TIG): La Graciosa (Islas Canarias)

Máster Oficial en Gestión Costera

¿Donde reutilizar y qué regar?: uso de un sig para el diseño de una red de reutilización en una isla volcánica

[ES] El conocimiento de criterios que ayuden a priorizar el uso del agua es fundamental para garantizar su uso sostenible. En las zonas semiáridas, el abandono de la actividad agrícola puede estar motivado por la escasez de agua y por problemas de mercado de las especies tradicionalmente cultivadas. Por otro lado, la actividad ganadera, suele estar limitada por la escasez de forrajes. La disponibilidad de agua regenerada a un precio razonable podría evitar su vertido y contrarrestar la degradación de suelos abandonados, potenciando la producción de especies forrajeras rentables, contribuyendo así a la ganadería sostenible. Para ello se requiere optimizar la distribución del agua considerando varios criterios simultáneamente

Análisis del funcionamiento de la cobertura vegetal en los sistemas playa-dunas de Canarias como base para la mejora de su gestión

Programa de doctorado en Oceanografía y Cambio Global. IOCAG.

L'adulterio come strumento sociale: confronto tra Anna Karenina e Lady Chatterley

Lo scopo di questo lavoro è confrontare due opere, Anna Karenina di Lev Tolstoj e L’amante di Lady Chatterley di David Herbert Lawrence e dimostrare che essi non hanno in comune solo il tema dell’adulterio, ma anche e soprattutto l’averlo inteso come strumento di ribellione sociale. In Tolstoj troviamo l’adulterio censurato nel corso della narrazione, poiché esso viene condannato sia dalla società che dall’autore stesso, che aveva come intento dare una lezione morale. Lawrence invece esalta e descrive l’adulterio, poiché nel suo caso diventa lo strumento di scoperta dell’amore vero e di ritorno al primitivismo a dispetto della civiltà industrializzata. Quindi, pur appartenendo a due epoche diverse e a due società con differenti visioni circa matrimonio e famiglia, le due eroine sono similari per il coraggio che dimostrano nell’andare contro le rispettive società.

A syntactic realization theorem for justification logics

Justification logics are refinements of modal logics where modalities are replaced by justification terms. They are connected to modal logics via so-called realization theorems. We present a syntactic proof of a single realization theorem that uniformly connects all the normal modal logics formed from the axioms \$mathsfd\$, \$mathsft\$, \$mathsfb\$, \$mathsf4\$, and \$mathsf5\$ with their justification counterparts. The proof employs cut-free nested sequent systems together with Fitting's realization merging technique. We further strengthen the realization theorem for \$mathsfKB5\$ and \$mathsfS5\$ by showing that the positive introspection operator is superfluous.

A venom-derived neurotoxin, CsTx-1, from the spider Cupiennius salei exhibits cytolytic activities

CsTx-1, the main neurotoxic acting peptide in the venom of the spider Cupiennius salei, is composed of 74 amino acid residues, exhibits an inhibitory cysteine knot motif, and is further characterized by its highly cationic charged C terminus. Venom gland cDNA library analysis predicted a prepropeptide structure for CsTx-1 precursor. In the presence of trifluoroethanol, CsTx-1 and the long C-terminal part alone (CT1-long; Gly-45-Lys-74) exhibit an α-helical structure, as determined by CD measurements. CsTx-1 and CT1-long are insecticidal toward Drosophila flies and destroys Escherichia coli SBS 363 cells. CsTx-1 causes a stable and irreversible depolarization of insect larvae muscle cells and frog neuromuscular preparations, which seem to be receptor-independent. Furthermore, this membranolytic activity could be measured for Xenopus oocytes, in which CsTx-1 and CT1-long increase ion permeability non-specifically. These results support our assumption that the membranolytic activities of CsTx-1 are caused by its C-terminal tail, CT1-long. Together, CsTx-1 exhibits two different functions; as a neurotoxin it inhibits L-type Ca(2+) channels, and as a membranolytic peptide it destroys a variety of prokaryotic and eukaryotic cell membranes. Such a dualism is discussed as an important new mechanism for the evolution of spider venomous peptides.