Judging the Book by Its Cover: Phantom Asian America in Monique Truong’s Bitter in the Mouth

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CALIDAD DE DOCENTES DE EDUCACI 3N PRE-ESCOLAR Y PRIMARIA: PROGRAMA DE CAPACITACI 3N EN LA UNIDAD EDUCATIVA "MACARIO Y\uc9PEZ", EN PROBLEMAS DE CONDUCTA Y APRENDIZAJE, COMUNIDAD CRUZ BLANCA. BARQUISIMETO ESTADO LARA.

La realidad social venezolana demuestra que el problema de conflictos en las instituciones escolares se incrementa importantemente, lo cual puede tener relaci\uf3n con el bajo rendimiento escolar de los j\uf3venes y de otros logros que pueda existir por parte de la instituci\uf3n educativa. Para conocer de esta realidad se realiz\uf3 en primer lugar, un diagn\uf3stico de la situaci\uf3n actual relacionado con este problema, espec\uedficamente docentes, directora y miembros de la comunidad. De ah\ued, se elabor\uf3 un proyecto de Capacitaci\uf3n a los/as docentes de la Unidad Educativa "Macario Y\ue9pez" dentro de los lineamientos requeridos por la Coordinaci\uf3n de Extensi\uf3n del Decanato de Ciencias de la Salud acreditado con el c\uf3digo EU-CS-022-2012, con estrategias en el manejo de los problemas de comportamiento y de aprendizaje con el prop\uf3sito de contribuir a la calidad de maestros de educaci\uf3n primaria y secundaria de la instituci\uf3n, optimizando la convivencia escolar en general. Gracias a la participaci\uf3n de los docentes fue posible dise\uf1ar una serie de m\uf3dulos tem\ue1ticos enfocados en el desarrollo profesional en prevenci\uf3n de problemas de comportamiento y aprendizaje y la aplicaci\uf3n de actividades pr\ue1cticas para complementar su labor docentes, con la ideas de formar una Red de Consejeros en la escuela que puedan atender y asesorar este tipo de problemas de convivencia. La evaluaci\uf3n realizada en los docentes nos conduce a continuar con la ejecuci\uf3n de este tipo de programa de formaci\uf3n a futuro, en la escuela o en otras instituciones educativas, considerando atender los siguientes aspectos: a) Estimular a los docentes a continuar su formaci\uf3n y participar para que mejoren su disposici\uf3n a ense\uf1ar b) Promover la creaci\uf3n de redes de maestros y escuelas, c) Apoyar la evaluaci\uf3n de impacto de estas actividad en las pr\ue1cticas de ense\uf1anza y en el aprendizaje de los estudiantes, d) Difundir el proyecto en la direcci\uf3n general sectorial de Educaci\uf3n, para que se sensibilice la necesidad de capacitar a los docentes en el \ue1rea de problemas de conducta y aprendizaje, en vista de la ausencia de principios b\ue1sicos de comportamiento lo que genera serios problemas escolares en las instituciones p\ufablicas. Finalmente, un docente formado en la atenci\uf3n y la prevenci\uf3n de los problemas de convivencia logra el desarrollo integral del educando, contribuyendo a crear un ambiente productivo que estimula al alcance de las metas escolares e institucionales. ABSTRACT QUALITY PRE-SCHOOL TEACHERS AND PRIMARY SCHOOL: TRAINING PROGRAM EDUCATION UNIT "MACARIO YEPEZ" IN BEHAVIORAL AND LEARNING PROBLEMS, "CRUZ BLANCA" COMMUNITY. BARQUISIMETO LARA STATE. The Venezuelan social reality shows that the problem of conflicts in the schools significantly increases, which may be related to poor school performance of youth and other achievements that may exist by the educational institution. For this reality was made first, a diagnosis of the current situation related to this problem, specifically teachers, principal and community members. From there, he developed a draft Training of / as teachers of the Education Unit "Macario Yepez" within the guidelines required by the Extension Coordination Dean of Health Sciences accredited with the code EU-CS-022-2012 with strategies in the management of behavioral problems and learning with the aim of contributing to the quality of teachers in primary and secondary education in the institution, optimizing school life in general. Thanks to the participation of teachers was possible to design a series of thematic modules focused on professional development for the prevention of behavior and learning problems and the implementation of practical activities to supplement their educational work with the ideas form a Network of Advisers that they can attend school and advise these problems of coexistence. The teacher assessment in us to continue the execution of such future training program, school or other educational institutions, considering addressing the following aspects: a) Encourage teachers to continue their education and participate to improve their readiness to teach b) Promote networking of teachers and schools, c) support the assessment of impact of these activities on teaching practices and student learning, d) Disseminate the project in the direction Education sector generally, to be sensitized to the need to train teachers in the area of behavioral and learning problems, in view of the absence of basic principles of behavior that raises serious school problems in public institutions. Finally, a teacher trained in the care and prevention of the problems of coexistence manages the development of the student, helping to create a productive environment that stimulates the scope of school and institutional goals. <br

Peran Guru Pendidikan Kewarganegaraan dalam Membentuk Karakter Siswa dan Implikasinya terhadap Ketahanan Siswa

: Awareness morality multicultural future generation today increasingly faded, especially the next generation in the district of Ende. Now they must be introduced to the Pancasila, the Constitution of 1945, the Unitary Republic of Indonesia, and national unity. Citizenship Education teacher's role becomes one of the determining factors in shaping the character of the students and their implications for student resistance. The research found there are four obstacles faced Citizenship Education teachers, namely: quality of teachers is still low, the curriculum is always changing and hours of study is lacking, facilities were still lacking, and the welfare of teachers are still lacking. As for efforts to increase the role of civic education teachers by: Civics teachers who have pedagogical competence, Civics teachers who have personal competence, Civics teachers who have social competence, Civics teachers who have professional competence. Fifth grade students of Elementary Instruction Ende 7 will have the tenacity and toughness in him to maintain the existence of personality or excellence moral values amid the myriad moral values of other students so as to maintain, preserve, and maintain viability in Ende in the present and in future. Keywords: Role, Citizenship Education Teacher, Student Resilienc

Polinização de pepino, Cucumis sativus L. (Cucurbitales: Cucurbitaceae), pelas abelhas sem ferrão Scaptotrigona aff. depilis moure e Nannotrigona testaceicornis lepeletier (Hymenoptera: Meliponini) em casas de vegetação

When for a successful fruit development the fertilization of flowers is necessary, bees can be used as crop-pollinators in greenhouses. In the present study, we investigated the effectiveness of the stingless bees Scaptotrigona aff. depilis Moure and Nannotrigona testaceicornis Lepeletier as pollinators of cucumber plants (Cucumus sativus var. caipira) in greenhouses during the Brazilian winter season. The study was conducted in four greenhouses (GH), of which two greenhouses contained bee colonies to ascertain pollination of the cucumber plants (GH I, with S. aff. depilis, GH II, with N. testaceicornis), whereas the other two greenhouses (GH III, GH IV) had no bee colonies and served as control groups. Furthermore, we planted cucumbers in an open field plot (OA) where pollination by any/various visiting insects could occur. Each of the experimental areas measured 87.5 m². Without pollination (GH III, GH IV), the plants produced a low number of cucumbers, and the fruits were smaller and less heavy than in those experimental areas where pollination occurred. In the open field area, not protected against unfavorable climatic conditions, the plants produced fewer flowers than the plants in the greenhouses. The highest cucumber yield (with the highest amount of perfect fruits) was found in those greenhouses which housed the stingless bees as pollinators (GH I, GH II). Our results demonstrate that stingless bees can be successfully and efficiently used as pollinators of greenhouse cucumbers during the winter season.Quando a fertilização de flores é necessária para o desenvolvimento de frutos, abelhas podem ser utilizadas como polinizadores sob cultivo protegido. No presente estudo, a efetividade das abelhas sem ferrão Scaptotrigona aff. depilis Moure e Nannotrigona testaceicornis Lepeletier como polinizadoras de pepino (Cucumis sativus var. caipira) foi investigada sob cultivo protegido durante o inverno. O estudo foi conduzido em quatro casas de vegetação (GH), das quais duas continham colônias de abelhas para averiguar a polinização dos pepinos (GH I, com S. aff. depilis, GH II, com N. testaceicornis), e duas (GH III, GH IV) não continham colônias e serviram como grupos controle. Além disso, pepinos foram plantados numa área aberta (AO) onde polinização por vários insetos poderia ocorrer. Sem polinização (GH III, GH IV), as plantas produziram menor número de pepinos, e os frutos eram menores e menos pesados do que aqueles nas áreas experimentais onde a polinizacão ocorreu. Na área aberta, não protegida contra condições climáticas desfavoráveis, as plantas produziram menos flores do que as plantas nas casas de vegetação. A maior produção de pepinos (com a maior quantidade de frutos perfeitos) foi encontrada nas casas de vegetação com as abelhas como polinizadoras (GH I, GH II). Os resultados demonstraram que abelhas sem ferrão podem ser usadas com sucesso e eficiência como polinizadoras de pepinos sob cultivo protegido durante o inverno.FAPESPCoordenacao de Aperfeicoamento de Pessoal de Nivel Superior (CAPES)CNP

Bee communities (Hymenoptera: Anthophila) of the "Cerrado" ecosystem in Sao Paulo State, Brazil

Five surveys of the bee communities in four "Cerrado" ecosystem reserves in Sao Paulo State were compared for species richness and similarity. These areas are fragment vegetation reser-reserves located in the Cerrado Corumbata Reserve (Corumbata), Jata Ecological Park (Luiz Antonio), Cajuru (Cajuru), and Vassununga State Park - ""Gleba de Cerrado de Pe-de-Gigante"" (Santa Rita do Passa Quatro). The methodology consisted of capturing bees foraging on flowers along transects, though with small differences between surveys. These ""cerrado"" areas have a large number of species of native bees, which are important pollinators in several Brazilian ecosystems. The community of bees varied among these different fragments. Based on 500 individuals (standardized by rarefaction), Cajuru, Corumbata 1 and Corumbata 2 were the areas with highest species richness, and Jata and Pe-de-Gigante had the lowest species richness in the bee communities. The bee faunas of Corumbata 2 and Pe-de-Gigante had the highest similarity, forming a group with the bee fauna of Cajuru. The bee faunas of Corumbata 1 and Jata were isolated from this group. We found that the bee species richness and similarity found in these ""cerrado"" areas cannot be explained by general factors such as the size of the fragment, the species richness of plants and the distance between the areas. Therefore, we suppose that local factors that differ among areas, such as interactions between populations, and competition and interference from surrounding areas influence and determine bee species richness and similarity in these reserves.FAPESP (Funda ao de Amparo a Pesquisa do Estado de Sao Paulo)[00/06405-2]CNP

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Exploratory learning activities in the physics classroom: contrasting cases versus a rich dataset.

In exploratory learning, students engage in an exploration activity on a new topic prior to instruction. This inversion of the traditional tell-then-practice order has been shown to benefit learning outcomes, especially conceptual knowledge and preparation for future learning, but not always. In three studies, the current work examines whether the type of exploration activity impacts learning mechanisms and outcomes, on the topic of gravitational field in undergraduate physics classrooms. Activities using either contrasting cases (CC) or a rich dataset (RD) are compared in two instructional orders, explore-first (EF) and instruct-first (IF). Learning outcomes measured procedural knowledge, conceptual knowledge, and performance using a dynamic preparation for future learning (PFL) assessment that included a learning resource within the posttest. In addition, the current studies investigated process level measurements of interest and enjoyment, knowledge gap awareness, and cognitive load. Study 1 revealed that students in the EF-CC condition had better conceptual knowledge and PFL scores than students in the IF-CC condition. Study 2 investigated learning outcomes following an RD activity in EF and IF orders in two separate physics classrooms (algebra-based physics for pre-medicine majors, and calculus-based for engineering majors). Procedural and conceptual knowledge overall was improved by the EF order, but only in the calculus-based course; PFL showed no differences. Study 3 compared learning outcomes from the two activities directly in a 2 (order: EF, IF) × 2 (activity: CC, RD) study design. Overall, the CC activity resulted in better student learning than the RD activity. However, an effect of instructional order was not found, potentially due to a methodological error. Across the three studies, interest and enjoyment did not differ by condition and did not predict learning outcomes. Knowledge gap awareness was higher for students in the EF order than the IF order for both activities, and negatively predicted learning outcomes. Cognitive load was negatively correlated with conceptual and PFL learning outcomes, but only in Study 3. Overall, results indicate that the type of activity could moderate learning outcomes, with any instructional order. More work is needed to investigate the boundary conditions impacting the benefit of exploratory learning, including activity type, amount of guidance during the activity, and the type of instruction