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Buscando componentes da parceria colaborativa na escola entre família de crianças com deficiência e profissionais
(Universidade Federal de São Carlos, 2006-12-11) Silva, Aline Maira da; Mendes, Enicéia Gonçalves; https://lattes.cnpq.br/0119179612439892
Professionals responsible for education of children with disabilities not always find the way to make their family a partner. This study aims to identify and describe the behaviors of professionals that work in the school and family members that are propitious and maintainers of the effective and successful collaborative partnership. The study was carried out with four focal groups, composed exclusively either by family members or professionals, once there were two groups of family members (FAM1 and FAM2) and two groups of professionals (PROF1 and PROF2) of different schools. 13 family members and 18 professionals participate in the groups. In order to identify the principal components of this partnership two stages were carried out. In each stage two meetings were performed with each focal group, summing up 16 meetings. In Stage 1 the meetings aimed to identify the components of the collaborative partnership, in the first meeting, and to check the collected information in the range group in the second appointment. In Stage 2 each one of the focal groups was collated with the data obtained in the first stage, once family members were paralleled with the professional data and vice versa. The reactions to the data were registered, and afterwards checked in the second appointment. Through qualitative analysis the expected and desired behaviors of professionals and family members were identified and described to increase the probability of success and effectiveness of a collaborative partnership. The categories raised by the family members groups in relation to themselves were: to communicate with the professionals; to be responsible for the child s education; to keep adequate expectations; to accept the children s disability; to respect professionals. On the other hand, the family members expectations about professionals performance were: to communicate with family members; to communicate with other professionals; to be friendly; to separate personal problems from the professional activity; to promote student s development; to be attentive to family problems and to attempt to resolve them; to help family members keep suitable expectations; to incorporate to work suggestions provided by family members; to worry about the student out of school; to offer groups to parents; to respect students and family members; to offer orientation to family members. In their turn, the groups of professionals pointed the following categories in relation to the behaviors they expected of the families: to communicate with the professionals; to recognize the work of the professionals; to trust the developed work; to be responsible for the child s education; to believe in the child s development; to keep adequate expectations; to question the professionals properly; to certify the child s attendance to school; to visit the school; to take part in the activities. Concerning the performance themselves, the following categories were found: to communicate with family members; to show seriousness; to be sincere; to be impartial; to respect students and family members; to be aware of family members and students features; to motivate the participation of family members; to gather with family members; to show the family members the activities performed; to help family members keep suitable expectations. It is expected that, with the survey and the description of the categories, the professionals responsible for the education of children with disabilities and their family members can find their bearings in the search for the establishment of an effective and successful collaborative partnership.
Padronização do índice de abundância e avaliação do estoque de bonito listrado, (Katsuwonus pelamis Linnaeus, 1758), do Atlântico Ocidental
(Universidade Federal de São Carlos, 2006-12-11) Lima, José Heriberto Meneses de; Verani, José Roberto; https://lattes.cnpq.br/0053232138684810; https://lattes.cnpq.br/0706168259918389
In this paper data on catch, fishing effort and landings from the Brazilian baitboat fishery, together with information on vessel characteristics were analyzed aiming to: (a) describe the fishery and characteristics of the fishing fleet, analyze catch composition and spatial and temporal distribution of catches, fishing effort and catch rates of skipjack (Katsuwonus pelamys); (b) develop standardized indices of abundance for skipjack using generalized linear models (GLM); and (c) apply a nonequilibrium surplus production model for stock assessment of west Atlantic skipjack through the ASPIC program version 5.0. Skipjack is the most important species caught from Brazilian tuna fisheries; its catches comprise more then 50% of the total tuna catches from this fishery. The fishing area is located in the south and southeast regions of Brazil, from 20oS to 35oS, but fishing operations are carried out mainly between 28oS and 34oS. The highest catch rates are recorded in the south region during the first and fourth quarters and the smallest ones in the third quarter. Skipjack landings are made in Rio de Janeiro, Santa Catarina and Rio Grande do Sul states, with Santa Catarina being the most important landing place. The highest landings are recorded during the summer months (February and March) and the smallest ones during the winter months (August and September). The baitboats shows different characteristics; length of vessels varies from 15 to 49.5 meters. Skipjack catch rates from each vessel varies according with its size, which means that fishing power is a function of vessel size. The frequency distributions of skipjack CPUE are highly skewed with a relatively large proportion of zero observations. Standardization of skipjack CPUE (catch per unit of effort) was performed through generalized linear models, using delta-GLM methods, which involves fitting of two sub-models to the data. A first sub-model was applied assuming the binomial error distribution for the proportion of positive catches and a second sub-model was used for the positive catches assuming a different error distribution. Two alternative distributions were assumed for the positive catches, the lognormal and the Gamma distribution. Deviance tables were performed to identify the best set of factors and interactions that most adequately explained the observed variability in proportion of positive catches and positive CPUE. Geographical distribution (fishing area) and sea surface temperature together with the interaction year*GRT were the most important explanatory effects for the occurrence of a non-zero catch. On the other hand GRT and season, together with year*area, year*season and year*GRT interactions explained the most variability on the observed CPUE of positive catches. The standardized indexes were estimated using Generalized Linear Mixed Models, in which year, area, season, sea surface temperature, vessel length and GRT were included as main explanatory fixed effect factors and all first order interactions with year as random components. Delta-lognormal and delta-Gamma models showed a good fit to the data but narrower confidence intervals and small coefficients of variation were shown for standardized CPUE estimated by the delta-Gamma model. Results from these analyses show the importance of the study of CPUE and factors that have effect on its variations to understand the dynamics of this fishery. However not all factors that have an effect on variations in skipjack CPUE were considered, such as, bait species and amount of life bait, because this sort of information was not present in the majority of data available for analysis. A great amount of the information collected through logbooks are incomplete and imprecise, implying that institutions responsible for the implementation of this data collection system are not aware or do not recognize its importance as an instrument that makes possible to get information of great value for the management and utilization of fishery resources. Results of the stock assessment analysis provided an estimate of 26,930 MT for skipjack maximum sustainable yield, which is about 14% higher than catches taken in 1998. This estimated yield may looks like realistic but other parameter estimates seems to be unrealistic, suggesting that the west Atlantic skipjack stock is in an overexploited state, which may not be true. Considering the uncertainties and limitations about the data some of the parameters estimates may be imprecise. Therefore, results from this analysis should be cautiously used to make decisions on management measures for this fishery. A good stock assessment depends not only on the adequacy of the model available for the analysis but also on the quality of the data that the model is fitted to. Therefore, in order to have effective stock assessment for skipjack in future, an efficient system for the collection of data from this fishery shall be implemented. This data collecting system should include mechanisms for data verification, such as observer programmes to monitor catch, effort and other details of the fishing operations.
O efeito retroativo do Celpe-Bras na cultura de aprender de candidatos ao exame
(Universidade Federal de São Carlos, 2006-12-11) Silva, Ricardo Moutinho Rodrigues da; Viana, Nelson; https://lattes.cnpq.br/6252579012192711; https://lattes.cnpq.br/9865473
The washback effect of an assessment is a redirecting element not only on teaching and learning process, but on most student s and teacher s actions, manners, beliefs and perceptions inside and outside the classroom, influencing the values in a society in which a certain educational system is used. For this reason, investigating the impacts of an assessment means taking into consideration the possible variables that go through the teaching/learning context, present in the learning culture of an individual. The proficiency test in Portuguese Language Celpe-Bras, developed and applied by Brazil Education Ministry, has a different proposal from the adopted one in other proficiency tests. The Celpe-Bras, a communicative approach test, assesses proficiency through tasks that look like real communication situations. The aim of this work is to analyze the effects of this test in the learning culture of four applicants to the exam, showing the possible changes observed in their beliefs, actions, manners and perceptions about the test in three different moments: before the first contact with the exam, after the first contact with it (preparation phase) and after its carrying out. The data of this research are constituted by thirteen interviews conducted with selected applicants. From these interviews, twenty two excerpts were used in the analysis. Through the results, we expect to contribute with a relevant analysis about the learning culture of the applicants who have subscribed to this exam for the first time.