Morfologia do tecido ósseo de tíbias de frangos de corte submetidos à dieta com 25 hidrocolecalciferol

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

A comunicação não verbal da equipe de enfermagem contribuindo para o cuidado do idoso em internação hospitalar

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Caracterização e comparação de Cotesia flavipes (Hymenoptera: braconidae) em situação de criação massal utilizando microssatélites e morfologia

Pós-graduação em Agronomia (Entomologia Agrícola) - FCAV

Comportamento, fluência verbal e ritmos circadianos em indivíduos com o Transtorno do Espectro do Autismo (TEA) antes e após o uso de melatonina

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Efeito do enriquecimento ambiental sobre a ansiedade e morfologia neuronal de coelhos (Oryctolagus cuniculus)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Estudo morfológico das formas verbais do modo imperativo nas Cantigas de Santa Maria

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Morfologia e desenvolvimento do sistema reprodutor masculino de carrapatos do gênero Amblyomma (Acari, Ixodidae): uma análise comparativa

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Morfologia do testículo e espermatogênese em Telchin licus (Drury, 1773) (Lepidoptera: Castiniidae)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.

Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.

Integrating Visual and Verbal Literacies in the Early Childhood Classroom

Young children have the strong desire to use all of the communicative tools their cultures and families offer them. They want to be able to do all of the things that the powerful people they admire can do, including talking, writing, drawing, using the computer, and otherwise creating and sharing ideas, memories, solutions, even jokes and feelings. Today, we live in a time when the communicative tools are changing rapidly, practically exploding before our eyes in terms of the formats and media available to us in complex combinations not seen before. What do these technological changes mean for how we can support children's development toward literacy? An integrated arts curriculum has long been favored by many educators, but today there are more reasons than ever to implement such a philosophy. From communications theory comes a new understanding of how modern technologies demand that children learn to "read" and "write" messages involving complex combinations and integrations of visual and verbal formats. From psychology come insights about intelligence being multiple not unitary, as well as ecological perception theory offering a well-accepted framework for analyzing the affordances and expressive possibilities of different media. From education come fresh approaches to integrated curriculum, including a philosophy and pedagogy from Reggio Emilia, Italy, that combines well with current thinking by North Americans. Altogether, we have many rationales and exciting strategies at hand for launching young children toward an integrated visual and verbal literacy that involves substance, challenge, and discipline, as well as innovation, creativity, and freedom.

Estudo morfológico das formas verbais do modo imperativo nas Cantigas de Santa Maria

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Morfologia e desenvolvimento do sistema reprodutor masculino de carrapatos do gênero Amblyomma (Acari, Ixodidae): uma análise comparativa

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Morfologia do testículo e espermatogênese em Telchin licus (Drury, 1773) (Lepidoptera: Castiniidae)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Instrução verbal: solicitar foco de atenção não garante sua adoção e melhor desempenho

The purposes of this study were to investigate a) the effect of redundant and non-redundant instruction on external focus of attention adoption, b) the effect of adopting an external focus of attention on performance in a front crawl swimming task, and c) the effect of redundancy in the wording of a verbal instruction on the above variables. 43 college students (m/f) aged 17 to 46 swam 25 m crawl at maximum speed, once under each of three conditions: without focus instruction (SF), following a focus instruction (CF) and a redundant focus instruction (CFR), in counterbalanced order. For focus adoption control, after completing the task participants were asked about what they had focused on while swimming. As a measure of performance, time and number of strokes were taken and the stroke index was calculated. The results showed that under redundant focus instruction (CFR) condition, 42 % failed to adopt the attentional focus as asked, and following focus (CF) instruction, 23 %. Under CF condition, the frequency of participants that adopted the focus was higher than of those who did not. Performance did not differ significantly among the three conditions (p>0,05). These findings stress the need of manipulation checks in attentional focus research, regarding both performance and motor learning efficiency, as well as the need for further investigation into the relation between instruction extension and performance.