Procedimentos pedagogicos para o ensino das lutas : contextos e possibilidades

Universidade Estadual de Campinas . Faculdade de Educação Física

Contribuição para a solução de tratamento de águas residuais domésticas da Vila de São Sebastião

Dissertação de Mestrado, Engenharia e Gestão de Sistemas de Água, 26 de Maio de 2015, Universidade dos Açores.

Do Concreto para o Abstrato pelo Uso dos Sentidos e de Sensores: Um Estudo de Caso sobre o Ecossistema Poças de Maré

Este artigo apresenta um estudo de caso exploratório, desenvolvido no contexto do Projeto Sondar e Sentir o Ambiente para Desenvolver o Pensamento Abstrato (SOS Abstrato), que visa estudar as potencialidades da utilização conjunta e sinérgica dos sentidos humanos e de sensores eletrónicos para desenvolver o pensamento abstrato nas crianças. O estudo de caso foi desenvolvido com uma turma do 4.º ano de escolaridade e centrado no ecossistema Poças de Maré de uma praia no Norte de Portugal. A utilização dos sentidos e sensores em atividades experimentais produziu evidências de desenvolvimento da abstração no estudo da biodiversidade e da temperatura.

O desenvolvimento do pensamento abstrato através de game-based learning e do Scratch

Relatório de estágio de mestrado em Ensino de Informática

Conditional and syllogistic deductive tasks dissociate functionally during premise integration.

Deduction allows us to draw consequences from previous knowledge. Deductive reasoning can be applied to several types of problem, for example, conditional, syllogistic, and relational. It has been assumed that the same cognitive operations underlie solutions to them all; however, this hypothesis remains to be tested empirically. We used event-related fMRI, in the same group of subjects, to compare reasoning-related activity associated with conditional and syllogistic deductive problems. Furthermore, we assessed reasoning-related activity for the two main stages of deduction, namely encoding of premises and their integration. Encoding syllogistic premises for reasoning was associated with activation of BA 44/45 more than encoding them for literal recall. During integration, left fronto-lateral cortex (BA 44/45, 6) and basal ganglia activated with both conditional and syllogistic reasoning. Besides that, integration of syllogistic problems additionally was associated with activation of left parietal (BA 7) and left ventro-lateral frontal cortex (BA 47). This difference suggests a dissociation between conditional and syllogistic reasoning at the integration stage. Our finding indicates that the integration of conditional and syllogistic reasoning is carried out by means of different, but partly overlapping, sets of anatomical regions and by inference, cognitive processes. The involvement of BA 44/45 during both encoding (syllogisms) and premise integration (syllogisms and conditionals) suggests a central role in deductive reasoning for syntactic manipulations and formal/linguistic representations.

Fenótipo neuropsicológico de adolescentes com síndrome de Down

This research aimed to contribute to the characterization of a neuropsychological phenotype of adolescents with Down Syndrome (DS). A multicases study of six adolescents (three males and three females, aged 13 to 14 years) diagnosed with DS and treated at two institutions in the city of Natal (Brazil), was conducted. Participants were assessed using the methodological approach developed by Luria, which is composed by four complementary stages. The first one aimed to investigate the qualitative impact of DS in school life and social development of the adolescents; dimensions of behavior and social-affective aspects of the members of the study were investigated. In the second stage participants performed a battery of neuropsychological tests in order to identify strengths and weaknesses in their cognitive functioning. The third stage was incorporated into the second in order to analyze the quality of the activity of the participants along the quantitative evaluation, highlighting strategies used, errors produced among other indicators. Lastly, the fourth stage refers to the intervention with the participants. Although this is not a specific objective of the study, it is argued that the outcome of this research will subsidize the practice of different professionals working with this clinical group. The results of the first stage emphasized the presence of difficulties in social relationships and in school life of observed adolescents. In turn, the second and third stages pointed out to the presence of difficulties in tasks involving logical and abstract thinking, as well as difficulties in expressive language. In relation to visual memory, we observed a better performance in activities of lower complexity, ie, with less interference of executive functioning, particularly in terms of the functions of planning and initiative. Finally, it was found motor and mental retardation, affecting significantly the performance related to different cognitive areas. The results highlighted here can be considered as subsidies for future interventions, suggesting the need for developping projects that take into account different aspects constituents of the human subject, involving not only the individual with developmental changes, as well as their families, teachers, schools and society in general

A proposal for enhancing the motivation in students of computer programming

Computer programming is known to be one of the most difficult courses for students in the first year of engineering. They are faced with the challenge of abstract thinking and gaining programming skills for the first time. These skills are acquired by continuous practicing from the start of the course. In order to enhance the motivation and dynamism of the learning and assessment processes, we have proposed the use of three educational resources namely screencasts, self-assessment questionnaires and automated grading of assignments. These resources have been made available in Moodle which is a Learning Management System widely used in education environments and adopted by the Telecommunications Engineering School at the Universidad Politécnica de Madrid (UPM). Both teachers and students can enhance the learning and assessment processes through the use of new educational activities such as self-assessment questionnaires and automated grading of assignments. On the other hand, multimedia resources such as screencasts can guide students in complex topics. The resources proposed allow teachers to improve their tutorial actions since they provide immediate feedback and comments to students without the enormous effort of manual correction and evaluation by teachers specially taking into account the large number of students enrolled in the course. In this paper we present the case study where three proposed educational resources were applied. We describe the special features of the course and explain why the use of these resources can both enhance the students? motivation and improve the teaching and learning processes. Our research work was carried out on students attending the "Computer programming" course offered in the first year of a Telecommunications Engineering degree at UPM. This course is mandatory and has more than 450 enrolled students. Our purpose is to encourage the motivation and dynamism of the learning and assessment processes.

Was sollen Schüler/-innen im Lernbereich "Globale Entwicklung" lernen? Ein Diskussionsbeitrag aus sozialwissenschaftlicher Perspektive

Gegenstand des Beitrags ist die kritische Diskussion der elf Kernkompetenzen des Orientierungsrahmens "Globale Entwicklung". Ausgehend von einer theoretischen Reflexion der Domänenspezifität des Lernbereichs und des zugrundeliegenden Handlungsbegriffs wird die Fokussierung der Kompetenzziele auf die sechs Kompetenzen Fachwissen, politische Urteils- und Handlungsfähigkeit, Perspektivenübernahme, Reflexionsfähigkeit und Umgang mit unsicherem Wissen vorgeschlagen. (DIPF/Orig.)

Recomendaciones para la evaluación de la actividad física en población infantil

El propósito de este artículo fue el de revisar los patrones de movimiento de los niños y las niñas y como estos pueden impactar la evaluación de la actividad física. Para el logro de la evaluación de esta se requiere de instrumentos que sean sensibles para que se detecte, codifique o registre la actividad física esporádica e intermitente de los niños y las niñas, sin olvidar las regulaciones que existen en el nivel científico. Varios de los instrumentos de más uso son: el autorreporte, la observación directa y el monitoreo de la frecuencia cardiaca. Los autorreportes requieren de habilidades de pensamiento abstracto y de buena memoria, lo que en edades tempranas no se ha desarrollado, por otro lado, la observación directa y el monitorio cardiaco, requieren de gran cantidad de tiempo y de alta tecnología para su aplicación, respectivamente. La recomendación más ampliamente extendida, es que se recurra a una combinación instrumentos, para garantizar la mayor cantidad de información y de validez de la investigación.

Brain electric microstates and momentary conscious mind states as building blocks of spontaneous thinking: I. Visual imagery and abstract thoughts

Prompted reports of recall of spontaneous, conscious experiences were collected in a no-input, no-task, no-response paradigm (30 random prompts to each of 13 healthy volunteers). The mentation reports were classified into visual imagery and abstract thought. Spontaneous 19-channel brain electric activity (EEG) was continuously recorded, viewed as series of momentary spatial distributions (maps) of the brain electric field and segmented into microstates, i.e. into time segments characterized by quasi-stable landscapes of potential distribution maps which showed varying durations in the sub-second range. Microstate segmentation used a data-driven strategy. Different microstates, i.e. different brain electric landscapes must have been generated by activity of different neural assemblies and therefore are hypothesized to constitute different functions. The two types of reported experiences were associated with significantly different microstates (mean duration 121 ms) immediately preceding the prompts; these microstates showed, across subjects, for abstract thought (compared to visual imagery) a shift of the electric gravity center to the left and a clockwise rotation of the field axis. Contrariwise, the microstates 2 s before the prompt did not differ between the two types of experiences. The results support the hypothesis that different microstates of the brain as recognized in its electric field implement different conscious, reportable mind states, i.e. different classes (types) of thoughts (mentations); thus, the microstates might be candidates for the `atoms of thought'.

Developing Young Learners’ Logical/Deductive Thinking Skills and Second Language Skills through a CLIL approach

Trabalho de Projecto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teaching English as a Second / Foreign Language.

Change in biased thinking in a 10-session treatment for borderline personality disorder: Further evidence of the motive-oriented therapeutic relationship.

Abstract Borderline Personality Disorder (BPD) is characterized by both maladaptive thinking and problematic schemas. Kramer and colleagues (2011) showed that using the motive-oriented therapeutic relationship (MOTR), based on the individualized understanding of the patient according to Plan Analysis (Caspar, 2007), can improve treatment outcomes for BPD. The present process-outcome pilot study aimed to examine the effects of the motive-oriented therapeutic relationship on the cognitive biases of patients with BPD. Change in biased cognitions in N=10 patients who were subject to MOTR was compared to that of N=10 patients who received psychiatric-psychodynamic treatment (Gunderson & Links, 2008). Results show a greater decrease in over-generalizations in patients who received MOTR, compared to the patients who received the psychiatric-psychodynamic treatment. These changes were related to outcome in various ways. These findings underline the importance of an individualized case formulation method in bringing about therapeutic change.

(Re)Thinking bodies : Deleuze and Guattari's becoming- woman

Abstract (Re)thinking Bodies: Deleuze and Guattari 's becoming-woman seeks to explore the notion of becoming-woman, as put forth by Gilles Deleuze and Felix Guattari in their collaborative 1982 text, A Thousand Plateaus: Capitalism and Schizophrenia, and as received by such prominent feminist theorists as Rosi Braidotti and Elizabeth Grosz. Arguing that the fairly decisive repudiation of this concept by some feminist theorists has been based on a critical misunderstanding, this project endeavors to clarify becomingwoman by exploring various conceptions of the body put forth by Baruch de Spinoza, Friedrich Nietzsche and Simone de Beauvoir. These conceptions of the body are indispensible to an appreciation of Deleuze and Guattari's notion of a body lived on both an immanent and transcendent plane, which, in turn, is indispensable to an appreciation of the concept of becoming (and, in particular, the concept of becoming-woman) as intended by Deleuze and Guattari.

Core networks for visual-concrete and abstract thought content: a brain electric microstate analysis

Commonality of activation of spontaneously forming and stimulus-induced mental representations is an often made but rarely tested assumption in neuroscience. In a conjunction analysis of two earlier studies, brain electric activity during visual-concrete and abstract thoughts was studied. The conditions were: in study 1, spontaneous stimulus-independent thinking (post-hoc, visual imagery or abstract thought were identified); in study 2, reading of single nouns ranking high or low on a visual imagery scale. In both studies, subjects' tasks were similar: when prompted, they had to recall the last thought (study 1) or the last word (study 2). In both studies, subjects had no instruction to classify or to visually imagine their thoughts, and accordingly were not aware of the studies' aim. Brain electric data were analyzed into functional topographic brain images (using LORETA) of the last microstate before the prompt (study 1) and of the word-type discriminating event-related microstate after word onset (study 2). Conjunction analysis across the two studies yielded commonality of activation of core networks for abstract thought content in left anterior superior regions, and for visual-concrete thought content in right temporal-posterior inferior regions. The results suggest that two different core networks are automatedly activated when abstract or visual-concrete information, respectively, enters working memory, without a subject task or instruction about the two classes of information, and regardless of internal or external origin, and of input modality. These core machineries of working memory thus are invariant to source or modality of input when treating the two types of information.

The role of relevant information in functional counterfactual thinking

Although counterfactual thinking is typically activated by a negative outcome, it can have positive effects by helping to regulate and improve future behavior. Known as the content-specific pathway, these counterfactual ruminations use relevant information (i.e., information that is directly related to the problem at hand) to elicit insights about the problem, create a connection between the counterfactual and the desired behavior, and strengthen relevant behavioral intentions. The current research examines how changing the type of relevant information provided (i.e., so that it is either concrete and detailed or general and abstract) influences the relationship between counterfactual thinking and behavioral intentions. Experiments 1 and 2 found that counterfactual thinking facilitated relevant intentions when these statements involved detailed information (Experiment 1) or specific behaviors (Experiment 2) compared to general information (Experiment 1), categories of behavior, or traits (Experiment 2). Experiment 3 found that counterfactuals containing a category of behavior facilitated specific behavioral intentions, relative to counterfactuals focusing on a trait. However, counterfactuals only facilitated intentions that included specific behaviors, but not when intentions focused on categories of behaviors or traits (Experiment 4). Finally, this effect generalized to other relevant specific behaviors; a counterfactual based on one relevant specific behavior facilitated an intention based on another relevant specific behavior (Experiment 5). Together, these studies further clarify our understanding of the content-specific pathway and provide a more comprehensive understanding of functional counterfactual thinking.