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Abstract The leaf phenology (i.e. the seasonality of leaf amount and leaf demography) of ecosystems can be characterized through the use of Earth observation data using a variety of different approaches. The most common approach is to derive time series of vegetation indices (VIs) which are related to the temporal evolution of FPAR, LAI and GPP or alternatively used to derive phenology metrics that quantify the growing season. The product presented here shows a map of average ‘amplitude’ (i.e. maximum minus minimum) of annual cycles observed in MODIS‐derived NDVI and EVI from 2000 to 2013 for Meso‐ and South America. It is a robust determination of the amplitude of annual cycles of vegetation greenness derived from a Lomb–Scargle spectral analysis of unevenly spaced data. VI time series pre‐processing was used to eliminate measurement outliers, and the outputs of the spectral analysis were screened for statistically significant annual signals. Amplitude maps provide an indication of net ecosystem phenology since the satellite observations integrate the greenness variations across the plant individuals within each pixel. The average amplitude values can be interpreted as indicating the degree to which the leaf life cycles of individual plants and species are synchronized. Areas without statistically significant annual variations in greenness may still consist of individuals that show a well‐defined annual leaf phenology. In such cases, the timing of the phenology events will vary strongly within the year between individuals. Alternatively, such areas may consist mainly of plants with leaf turnover strategies that maintain a constant canopy of leaves of different ages. Comparison with in situ observations confirms our interpretation of the average amplitude measure. VI amplitude interpreted as leaf life cycle synchrony can support model evaluation by informing on the likely leaf turn over rates and seasonal variation in ecosystem leaf age distribution.

Over the last 20 years, there has been a surge of interest in the use of reflectance data collected using satellites and aerial vehicles to monitor vegetation diversity. One methodological option to monitor these systems involves developing empirical relationships between spectral heterogeneity in space (spectral variation) and plant or habitat diversity. This approach is commonly termed the ‘Spectral Variation Hypothesis’. Although increasingly used, it is controversial and can be unreliable in some contexts. Here, we review the literature and apply three-level meta-analytical models to assess the test results of the hypothesis across studies using several moderating variables relating to the botanical and spectral sampling strategies and the types of sites evaluated. We focus on the literature relating to grasslands, which are less well studied compared to forests and are likely to require separate treatments due to their dynamic phenology and the taxonomic complexity of their canopies on a small scale. Across studies, the results suggest an overall positive relationship between spectral variation and species diversity (mean correlation coefficient = 0.36). However, high levels of both within-study and between-study heterogeneity were found. Whether data was collected at the leaf or canopy level had the most impact on the mean effect size, with leaf-level studies displaying a stronger relationship compared to canopy-level studies. We highlight the challenges facing the synthesis of these kinds of experiments, the lack of studies carried out in arid or tropical systems and the need for scalable, multitemporal assessments to resolve the controversy in this field.

Hyperspectral leaf-level reflectance data may enable the creation of taxonomic inventories and diversity assessments of grasslands, but little is known about the stability of species-specific spectral classes and discrimination models over the course of a growing season. Here, we present a cross-seasonal dataset of seventeen species that are common to a temperate, dry and nutrient-poor calcareous grassland, which spans thirteen sampling dates, a week apart, during the spring and summer months. By using a classification model that incorporated waveband selection (a sparse partial least squares discriminant analysis), most species could be classified, irrespective of the sampling date. However, between 42 and 95% of the available spectral information was required to obtain these results, depending on the date and model run. Feature selection was consistent across time for 70 out of 720 wavebands and reflectance around 1410 nm, representing water features, contributed the most to the discrimination. Model transferability was higher between neighbouring sampling dates and improved after the “green-up” period. Some species were consistently easy to classify, irrespective of time point, when using up to six latent variables, which represented about 99% of the total spectral variance, whereas other species required many latent variables, which represented very small spectral differences. We concluded that it did seem possible to create reliable taxonomic inventories for combinations of certain grassland species, irrespective of sampling date, and that the reason for this could lie in their distinctive morphological and/or biochemical leaf traits. Model transferability, however, was limited across dates and cross-seasonal sampling that captures leaf development would probably be necessary to create a predictive framework for the taxonomic monitoring of grasslands. In addition, most variance in the leaf reflectance within this system was driven by a subset of species and this finding implies challenges for the application of spectral variance in the estimation of biodiversity.

O presente trabalho é fruto de uma investigação sobre o panorama das pesquisas relacionadas à Educação em Astronomia nos programas de Pós-graduação da Amazônia Legal. Os objetivos deste estudo consistiram em mapear as teses e dissertações pertinentes ao tema, identificar os programas de pós-graduação que atuam nessa área, analisar os principais focos temáticos das pesquisas realizadas e compreender as tendências metodológicas adotadas. Assumimos a pesquisa como do tipo Estado da Arte e para realizar o tratamento dos dados nos aportamos na Análise de Conteúdo. Foram consultadas três bibliotecas digitais, resultando em um recorte que engloba 50 pesquisas, sendo 49 dissertações de mestrado e 1 tese de doutorado. Os resultados revelaram um aumento significativo no número de pesquisas a partir de 2015, com os mestrados profissionais sendo responsáveis por 76% das investigações realizadas. Em relação aos focos temáticos das pesquisas, observou-se que as “abordagens didáticas”, a “formação docente” e as “tecnologias” foram os temas mais recorrentes. Este estudo evidencia que um dos desafios da Educação em Astronomia na Amazônia Legal é promover mais pesquisas de doutorado nos programas de pós-graduação, incentivando, assim, a continuidade e aprofundamento das pesquisas desenvolvidas nos mestrados acadêmicos e profissionais.

Measuring nearshore waves remains technically challenging despite wave properties are being used in a variety of applications. With the promise of high-resolution and remotely-sensed measurements of water surfaces in four dimensions (spatially and temporally), stereo-photogrammetry applied to video imagery has grown as a viable solution over the last ten years. However, past deployments have essentially used costly cameras and optics, requiring fixed deployment platforms and hindering the applicability of the method in the field.Focusing on close-range measurements of nearshore waves at break point, this paper presents a detailed evaluation of a field-oriented and cost-effective stereo-video system composed of two GoProTM (Hero 7) cameras capable of collecting 12-megapixel imagery at 24 frames per second. The so-called ‘Stereo-GoPro’ system was deployed in the surf zone during energetic conditions at a macrotidal field site using a custom-assembled mobile tower. Deployed concurrently with stereo-video, a 16-beam LiDAR (Light Detection and Ranging) and two pressure sensors provided independent data to assess stereo-GoPro performance. All three methods were compared with respect to the evolution of the free-surface elevation over 25 min of recording at high tide and the wave parameters derived from spectral analysis. We show that stereo-GoPro allows producing digital elevation models (DEMs) of the water surface over large areas (250 m2) at high spatial resolution (0.2 m grid size), which was unsurpassed by the LiDAR. From instrument inter-comparisons at the location of the pressure transducers, free-surface elevation root-mean square errors of 0.11 m and 0.18 m were obtained respectively for LiDAR and stereo-GoPro. This translated into a maximum relative error of 3.9% and 12.5% on spectral wave parameters for LiDAR and stereo-GoPro, respectively. Optical distortion in imagery, which could not be completely corrected with calibration, was the main source of error. Whilst stereo-video processing workflow remains complex, cost-effective stereo-photogrammetry already opens new opportunities for deriving wave parameters in coastal regions, as well as for various other practical applications. Further tests should try to address specifically challenges associated to variable ambient conditions and acquisition configurations, affecting measurement performance, to guarantee a larger uptake of the technique.

Apresenta parte de pesquisa doutoral desenvolvida na formação de professores que ensinam ciências nos anos iniciais da EJAI. O objetivo principal foi identificar que aprendizagens da docência em EJAI, evidenciadas por meio da biografia educativa, são capazes de indicar outros modos de formar professores para o ensino de ciências. Tratou-se de pesquisa narrativa que assumiu a abordagem processual da pesquisa-formação e contou com a participação de professores da EJAI dos anos iniciais. O estudo evidenciou aprendizagens emergidas em processos anteriores à formação inicial desses professores, como suas vivências estudantis, e as aprendizagens tecidas ao longo de suas trajetórias na EJAI.

This study examines the evolution of wave shapes as they propagate over a beach of varying morphology, information essential for understanding coastal dynamics and supporting coastal management. Our objective was to analyze the relationship between wave shape parameters and the local slope of the beach. To achieve this, we used data from pressure sensors and topographic measurements to evaluate the shape of waves on a cross-shore profile of a low-tide terrace beach. The analysis of wave conditions revealed a pronounced modulation of the tidal signal, which is augmented during storm events. Our findings demonstrate that the asymmetry and skewness parameters are more pronounced in the reflective zone of the beach. Considering these results, it can be concluded that the non-linearity of waves is significantly affected by the beach slope. The parameterization method employed in this study effectively incorporates this factor, offering improved accuracy in comparison to the existing approaches.

In accordance with European Directive 2009/128/CE, France has set up national policies to curb the reliance of agriculture on phytosanitary inputs. The DEPHY network is one such initiative;, which has been designed to drive, support and document the fieldwork of 3,000 farms voluntarily taking part in a collective input reduction programme. This study aimed to describe the achievements of the network’s viticultural sector, as its perennial crop is heavily reliant on pesticide applications. We chose a sample of 343 wine-growing systems across mainland France, analysed records of their vineyard operations from before they joined the network, and compared them to those from the 2017-2020 period. We used the Treatment Frequency Index (TFI) to assess pesticide reliance together with other techno-economical parameters: production costs, workloads, greenhouse gas emissions and disease control. A significant decrease in pesticide use was found over the whole study period, with, for instance, an average TFI reduction of 24 %, which is consistent with national objectives but unmatched outside of the network. We observed an overall shift towards pesticide inputs with lower repercussions on health or the environment, as well as different TFI reduction trajectories based on initial pesticide dependency. We described the alternative practices introduced to the systems, and our results suggest that reductions in pesticide use stem from quite small and minor changes made to the cropping systems. These new practices only slightly lowered the vineyards’ technical and economical performances in specific situations involving an indepth revamping of the systems; e.g., conversion to organic viticulture. To increase pesticide phase-out, further research is needed on redesigning cropping systems, and on how to scale up the network’s results to the national level.

Summary: Background: Accurate prediction of seizures can help to direct resource-intense continuous electroencephalogram (CEEG) monitoring to neonates at high risk of seizures. We aimed to use data from standardised EEG reports to generate seizure prediction models for vulnerable neonates. Methods: In this retrospective cohort study, we included neonates who underwent CEEG during the first 30 days of life at the Children's Hospital of Philadelphia (Philadelphia, PA, USA). The hypoxic ischaemic encephalopathy subgroup included only patients with CEEG data during the first 5 days of life, International Classification of Diseases, revision 10, codes for hypoxic ischaemic encephalopathy, and documented therapeutic hypothermia. In January, 2018, we implemented a novel CEEG reporting system within the electronic medical record (EMR) using common data elements that incorporated standardised terminology. All neonatal CEEG data from Jan 10, 2018, to Feb 15, 2022, were extracted from the EMR using age at the time of CEEG. We developed logistic regression, decision tree, and random forest models of neonatal seizure prediction using EEG features on day 1 to predict seizures on future days. Findings: We evaluated 1117 neonates, including 150 neonates with hypoxic ischaemic encephalopathy, with CEEG data reported using standardised templates between Jan 10, 2018, and Feb 15, 2022. Implementation of a consistent EEG reporting system that documents discrete and standardised EEG variables resulted in more than 95% reporting of key EEG features. Several EEG features were highly correlated, and patients could be clustered on the basis of specific features. However, no simple combination of features adequately predicted seizure risk. We therefore applied computational models to complement clinical identification of neonates at high risk of seizures. Random forest models incorporating background features performed with classification accuracies of up to 90% (95% CI 83–94) for all neonates and 97% (88–99) for neonates with hypoxic ischaemic encephalopathy; recall (sensitivity) of up to 97% (91–100) for all neonates and 100% (100–100) for neonates with hypoxic ischaemic encephalopathy; and precision (positive predictive value) of up to 92% (84–96) in the overall cohort and 97% (80–99) in neonates with hypoxic ischaemic encephalopathy. Interpretation: Using data extracted from the standardised EEG report on the first day of CEEG, we predict the presence or absence of neonatal seizures on subsequent days with classification performances of more than 90%. This information, incorporated into routine care, could guide decisions about the necessity of continuing EEG monitoring beyond the first day, thereby improving the allocation of limited CEEG resources. Additionally, this analysis shows the benefits of standardised clinical data collection, which can drive learning health system approaches to personalised CEEG use. Funding: Children's Hospital of Philadelphia, the Hartwell Foundation, the National Institute of Neurological Disorders and Stroke, and the Wolfson Foundation.

Measurement(s) Beach topography • Nearshore bathymetry Technology Type(s) RTK-GNSS • Terrestrial laser scanning • Digital photogrammetry • Multibeam echosounder Factor Type(s) Elevation Sample Characteristic - Environment shore Sample Characteristic - Location Bretagne Region

Monitoring coastal seabed in very shallow waters (0–5 m) is a challenging methodological issue, even though such data is of major importance to many scientific and technical communities. Over the years, Structure-from-Motion (SfM) photogrammetry has emerged as a flexible and inexpensive method able to provide both a 3D model and high-resolution imagery of the seabed (~cm level). In this study, we propose a low-cost (about USD 1500), adaptable, lightweight and easily dismantled system called POSEIDON (for Platform Operating in Shallow-water Environment for Imaging and 3D reconstructiON). This prototype combines a floating support (typically a bodyboard), two imagery sensors (here, GoPro® cameras) and an accurate positioning system using Real Time Kinematic GNSS. Validation of this method was deployed in a macrotidal zone, comparing on the foreshore the point cloud provided by POSEIDON “SfM bathymetry” and by classical terrestrial SfM survey. Mean deviation was 5.2 cm and standard deviation was 4.6 cm. Such high-resolution SfM bathymetric surveys have a great potential for a wide range of applications: micro-bathymetry, hydrodynamics (bottom roughness), benthic habitats, ecological inventories, archaeology, etc.

Este trabalho objetiva compreender de que maneira a realidade aumentada como ferramenta tecnológica utilizada por professores de Ciências em formação pode favorecer novas percepções sobre o ensino de Ciências, em termos conceituais e sobre o uso de tecnologias digitais em aula. Para tanto, buscamos apoio em Fernandes e Ferreira (2014), Tori (2006); Mattar (2017); Moran (2000), dentre outros. Indagamos: Em que termos a vivência de professores de Ciências em processos de formação pós-graduada, que propicia aprendizagens tecnológicas sobre a realidade aumentada, pode contribuir para novas percepções sobre o ensino de Ciências? Assumimos a abordagem qualitativa na modalidade narrativa (CLANDININ e CONNELLY, 2011), além da Análise Textual Discursiva (ATD) como metodologia analítica do material empírico. Os resultados revelam a potencialidade do uso da realidade aumentada como ferramenta tecnológica em processos de formação, pois possibilita ao professor desenvolver novas/outras percepções sobre o ensino de Ciências, bem como refletir sobre a própria prática que realiza. Nesse sentido, o professor move-se cada vez mais no processo de apropriação das tecnologias digitais disponíveis no contexto social, em busca de aproximar-se das linguagens e códigos de seus alunos com objetivos educacionais. Assim defendemos propostas dessa natureza na formação inicial e continuada de professores.

Esta pesquisa trata do Ensino de Ciências para alunos da Educação de Jovens e Adultos (EJA) a partir de narrativas de licenciandos do extremo norte do Brasil. O objetivo foi analisar as aprendizagens para a docência quanto ao Ensino de Ciências na EJA. Este estudo configura-se em pesquisa narrativa. Como pressuposto teórico discutimos a formação de professores para o Ensino de Ciências na EJA. As narrativas sinalizaram possibilidades para uma formação de professores centrada na fala do professor a partir de suas experiências formadoras e na investigação de sua própria prática. Assim como identificamos premissas para o Ensino de Ciências na EJA na perspectiva de uma alfabetização científica que assuma a trajetória de vida dos adultos e suas necessidades do dia a dia como ponto de partida para explorar conteúdos e conceitos científicos importantes na formação de sujeitos da EJA.

This paper gives attention to analyze the scientific productions about Science and Adult education teaching (EJA) in two digital platforms which has an academic relevance and promote and socialize researches about education. The study has explored published data in the period from 2009 to 2019 in the Coordination for higher Education Staff Development (CAPES) and National Association of post-graduation and researches in education’s platforms (ANPED). Both researches sources are important scientific productions representatives in education in Brazil, specially about initial schooling, including EJA. The productions’ mapping at CAPES and ANPED confirm the necessity and importance about intensifying the development of more researches which discuss more about science teaching at EJA, not only about initial production, they are highlighted in most of the academic researches which were analyzed, but due to its relevance, inclusive, through the critical training in which people are able to identify and analyze the economic development models, politics, social, scientific, technological and environmental which are included.

Pensar em Por que ensino do jeito que ensino? possibilitou uma reflexão profunda sobre as escolhas que faço (primeira autora) como professora de Química. Nesta pesquisa narrativa autobiográfica, o objetivo é compreender se o movimento reflexivo, a partir das experiências vividas, pode se constituir em processo de autoformação e contribuir para pensar a formação e a docência em Química. A análise e discussão dos dados estão orientadas, analiticamente, nas seguintes categorias: (i) experiências na escola – aluna e professora; ii) solidão docente – porta fechada; iii) formação continuada – porta aberta; iv) o coletivo – outros sujeitos. Tais categorias deram forma aos eixos de discussão: a) Primeiras histórias de formação e docência: da carteira escolar à porta fechada; b) Porta aberta: a contínua formação; c) Formação e profissionalização docente: contribuições do sujeito coletivo. A análise dos dados permitiu compreender que o vivido, quando orientado por um processo reflexivo, pode contribuir para a formação docente, pois se configura um importante mecanismo de tomada de consciência. Os resultados revelam três princípios formativos, a saber: (1) a escola é lugar de aprendizagem docente; (2) o exercício de pesquisa e reflexão é indissociável da formação e da prática docente; (3) parcerias potencializam a construção coletiva de novas práticas.

Diante do período pandêmico gerado pelo COVID-19, um novo formato de ensino foi exigido simultaneamente à necessidade do distanciamento social, com o uso de tecnologias digitais. Estas, apesar de incentivadas na educação em períodos anteriores, ainda não tinham sido integradas significativamente no cotidiano escolar. O cenário da pandemia, no entanto, apontou para a necessidade da adoção dessas tecnologias, recomendada pelos documentos expedidos pelo MEC e CNE no período. Dessa forma, o objetivo desta pesquisa é relatar a partir de um podcast, as experiências e percepções de professores de Ciências atuando prioritariamente na Amazônia brasileira, ainda que professores de outros estados tenham sido convidados, quanto ao uso de recursos digitais em sala de aula, bem como divulgar projetos e produções educacionais voltadas para o ensino de Ciências. Para tanto, foram entrevistados onze profissionais da educação dos municípios: Rio Branco (AC), Xapuri (AC), Coari (AM), Oriximiná (PA), Santo Antônio do Tauá (PA), Belém (PA), Ponta de Pedras (PA), Barreiras (BA), Barra do Bugres (MT), Guarantã do Norte (MT) e Cabedelo (PB). As entrevistas foram gravadas e editadas em softwares livres e distribuídas em diversas plataformas de streaming desde o início de julho de 2020, tendo atualmente um total de 434 audições. Constatou-se que apesar das inúmeras dificuldades relatadas pelos docentes com o uso de tecnologias digitais, principalmente em tempos de pandemia, a incorporação das Tecnologias Digitais da Informação e Comunicação no ensino, bem como a utilização do podcast como instrumento de divulgação científica e democratização do acesso à informação.

Considering the promising results of studies in the field of Law in Literature, as well as its interfaces and connections, this article seeks to defend interdisciplinary dialogue as a pedagogical practice in the jurist’s humanistic sensitivity training, having as guiding principles legal and literary hermeneutics. Through the deductive method, used in qualitative research, this paper encompasses the importance of interdisciplinarity in the education of the humanistic sensitivity of the jurist, the contribution of Literature to the teaching of law, as well as an analysis of two of the central characters in the novel Les Miserables by Victor Hugo, correlating them as stereotypes of positivism and natural law theory in relation to the law and to human attitudes. It questions the role of literature in legal education and in the constitution of the human being, who exists, necessarily, among heterogeneity, diversity, historicity and sociability. Taking an interdisciplinary position between Law and Literature allows the breaking of barriers that still remain rigid, especially in the task of rethinking law and the education of jurists and lawyers beyond legal positivism. Therefore, the correlation of these two disciplines, especially considering the emotive and educational function of Literature, is a proposal for an interdisciplinary study in favor of a legal formation also directed to the formation of the humanistic sensitivity of the jurist and the lawyer.

Wave dynamics contribute significantly to coastal hazards and were thus investigated at Vougot Beach by simulating both historical and projected future waves considering climate change impacts. The historical period included a major storm event. This period was projected to the future using three globally averaged sea level rise (SLR) scenarios for 2100, and combined SLR and wave climate scenarios for A1B, A2, and B1 emissions paths of the IPCC. The B1 wave climate predicts an increase in the occurrence of storm events. The simulated waves in all scenarios showed larger relative changes at the beach than in the nearshore area. The maximum increase of wave energy for the combined SLR and wave scenarios was 95%, while only 50% for the SLR-only scenarios. The effective bed shear stress from waves and currents showed different spatial variability than that of the wave height, emphasizing the importance of interactions between nearshore waves and currents. Increases in the effective bed shear stress (combined scenarios: up to 190%, and SLR-only scenarios: 35%) indicate that the changes in waves and currents will likely have significant impacts on the nearshore sediment transport. This work emphasizes that combined SLR and future wave climate scenarios need to be used to evaluate future changes in local hydrodynamics and their impacts. These results provide preliminary insights into potential future wave dynamics at Vougot Beach under different climate change scenarios. Further studies are necessary to generalize the results by investigating the wave dynamics during storm events with different hydrodynamical conditions and to evaluate potential changes in sediment transport and morphological evolution due to climate change.

A field experiment was conducted at a tropical microtidal intermediate sandy beach with a low tide terrace (Nha Trang, Vietnam) to investigate the short-term swash-zone hydrodynamics and morphodynamics under variable wave conditions. Continuous 2D Lidar scanner observations of wave height at the lower foreshore, subsequent run-up and swash-induced topographic changes were obtained. These data were complemented by detailed real-time kinematic GPS topographic surveys. Variable wave and tide conditions were experienced during the field experiment with relatively large swell waves (offshore significant wave height, Hs = 0.9 m to 1.3 m; peak wave period, Tp = 8 to 12 s) concomitant with spring tides at the beginning of the period, followed by mild wind waves (offshore Hs under 0.5 m and Tp 5 s) and neap tides. This resulted in the following morphological sequence: berm erosion followed by rapid neap berm reformation and beach recovery within a few days. New insights into the link between intra-tidal swash dynamics and daily beach profile evolution were found using the Lidar dataset. While waves directly cause morphology changes on a wave-by-wave basis, tidal levels were found to be a key factor in determining the morphological wave-effect (accretive or erosive) due to modulated interaction between surf and swash hydro-morphodynamics.

Monitoring of dune erosion and accretion on the high-energy macrotidal Vougot beach in North Brittany (France) over the past decade (2004–2014) has revealed significant morphological changes. Dune toe erosion/accretion records have been compared with extreme water level measurements, defined as the sum of (i) astronomic tide; (ii) storm surge; and (iii) vertical wave runup. Runup parameterization was conducted using swash limits, beach profiles, and hydrodynamic (Hm0, Tm0,–1, and high tide water level—HTWL) data sets obtained from high frequency field surveys. The aim was to quantify in-situ environmental conditions and dimensional swash parameters for the best calibration of Battjes [1] runup formula. In addition, an empirical equation based on observed tidal water level and offshore wave height was produced to estimate extreme water levels over the whole period of dune morphological change monitoring. A good correlation between this empirical equation (1.01Hmoξo) and field runup measurements (Rmax) was obtained (R2 85%). The goodness of fit given by the RMSE was about 0.29 m. A good relationship was noticed between dune erosion and high water levels when the water levels exceeded the dune foot elevation. In contrast, when extreme water levels were below the height of the toe of the dune sediment budget increased, inducing foredune recovery. These erosion and accretion phases may be related to the North Atlantic Oscillation Index.

O tema deste trabalho justifica-se pelo desejo de buscar compreender e problematizar a presença do termo raça, relacionado aos seres humanos no âmbito da educação básica e na formação de professores de ciências e biologia. Nossas inquietações partem de diferentes locais que se estendem de um relato docente até observações realizadas na rede mundial de computadores e imagens em livros didáticos de biologia. Detemo-nos na explicitação do termo raça, buscando trazer à tona o contexto histórico e científico no qual o termo foi relacionado aos seres humanos e a biologia, associando-o ao entendimento de que o cenário biológico moderno deve ser permanentemente problematizado. A inserção de tais discussões, embora estimulada por dispositivos legais, necessita de professores capacitados, o que pode ser obtido com a presença cada vez maior do tema e assuntos correlatos em matrizes curriculares da formação inicial de professores de ciências e biologia.

The aim of this paper is to present the family alliance (FA) model, which is designed to conceptualize the relational dynamics in the early family. FA is defined as the coordination a family can reach when fulfilling a task, such as playing a game or having a meal. According to the model, being coordinated as a family depends on four interactive functions: participation (all members are included), organization (members assume differentiated roles), focalization (family shares a common theme of activity), affect sharing (there is empathy between members). The functions are operationalized through the spatiotemporal characteristics of non-verbal interactions: for example, distance between the partners, orientation of their bodies, congruence within body segments, signals of readiness to interact, joint attention, facial expressions. Several standardized observational situations have been designed to assess FA: The Lausanne Trilogue Play (with its different versions), in which mother, father, and baby interact in all possible configurations of a triad, and the PicNic Game for families with several children. Studies in samples of non-referred and referred families (for infant or parental psychopathology) have highlighted different types of FA: disorganized, conflicted, and cooperative. The type of FA in a given family is stable through the first years and is predictive of developmental outcomes in children, such as psychofunctional symptoms, understanding of complex emotions, and Theory of Mind development.

In the dual context of coastal hazard intensification and the growing number of stakes exposed to these hazards, coastal observatories are in demand to provide a structured framework dedicated to long-term monitoring. This article describes the drone-based photogrammetry monitoring performed since 2006 on Porsmilin Beach (Brittany, France) in the framework of the DYNALIT (Littoral and Coastline Dynamics) observatory, focusing on data quality and the consistency of long-term time series under the influence of multiple technological evolutions: Unmanned Aerial Vehicles (UAV) platforms with the arrival of electric multirotor drones, processing tools with the development of structure-from-motion (SfM) photogrammetry, and operational modes of survey. A study case is presented to show the potential of UAV monitoring to study storm impacts and beach resilience. The relevance of high-accuracy monitoring is also highlighted. With the current method, an accuracy of 3 cm can be achieved on the digital elevation model (DEM) and the orthophotograph. The question of the representativity and frequency of DEM time points is raised.

Postpartum parental depression, even of mild intensity and short duration, has negative consequences on child development, including increased externalizing and internalizing symptoms. Studies revealed that the links between parental depression and child development are mediated by parenting difficulties. On the other hand, the mediating role of problematic family-level relationships, such as low coparenting support and high conflict between the parents, has rarely been considered, although coparenting difficulties have been linked with both increased depressive symptoms in parents and increased symptoms in toddlers. In the present study, we proposed testing a comprehensive mediation model linking parental depression, coparenting, and child symptoms. At 3 months postpartum, a convenience sample of 69 parental couples completed the Edinburgh Postnatal Depression Scale. In addition, we assessed levels of coparenting support and conflict during a mother–father–infant play situation, the Lausanne Trilogue Play. At 18 months postpartum, both parents assessed child symptoms with the Symptom Checklist Questionnaire. The results showed that coparenting support mediated the links between parental depressive symptoms and child symptoms, but only for mothers: Maternal depressive symptoms were linked with lower coparenting support, which in turn predicted increased psychofunctional symptoms and behavior problems assessed by mothers. Although coparenting conflict behaviors were not predicted by parents’ depressive symptoms, higher conflict was unexpectedly linked with fewer behavior problems assessed by both parents. The present study allowed us to unveil complex pathways between mild parental mood disturbances, family-level relationships, and child development in the first months of the child’s life.

This article reports results of a qualitative research, in the narrative modality. We investigated the formative experiences of teachers of Mathematics and Science through distance learning in the Amazon region, experienced in a course through the Virtual Learning Environment (VLE). We investigated under what conditions this education experience was a catalyst for teachers’ reflections on the Amazonian context of teaching science and mathematics. By using Discursive Textual Analysis some categories e merged: graduating in the Amazon region: obstacles and confrontations; AVA and Technologies: meaning (s) of the education experience and the impact of the experience in the perceptions of teachers’ practices and training. The analysis of the results reveals the obstacles to the training in this context. The dynamics experienced by the use of VLE technologies and of the teachers reverberated methodological insights regarding the use of technology in teaching practices, indicating also the VLE as an alternative of (self) education on the Amazon reality

This article aims to review dissertations and theses on the use of computing in Maths and Science Education in the early years of schooling, within the defended area of Mathematics and Science Teaching (46). For this purpose, we are theoretically supported by Valente (1999), Almeida (2007), Haddad (2002), among others. This study shows that investing in research to understand the teaching / learning content using computers technology as a pedagogical tool privileges the study of the used technologies potential. Few studies deepen epistemic or methodogically the teacher’s role in contexts in which computers are used. Investing in research on this topic it is desirable to discuss Science and Mathematics Education for this century.

Discutimos, neste artigo, experiências de formação docente e de pesquisa vividas em nível de mestrado, a partir de manifestações escritas dos sujeitos investigados. Objetivamos investigar questões vinculadas ao processo de formação pós-graduada que emergem durante o percurso de convivência na academia, em que os sujeitos – mestrandos em Educação em Ciências e Matemática – e os demais personagens do contexto investigativo, imbuídos de suas crenças, valores, incertezas e identidades, passam a interagir uns com os outros, transformando-se a partir das interações, produzindo trocas múltiplas e revivendo a cada 'troca', a cada texto e a cada 'crise' sua própria história e percurso de formação. Este é um recorte de uma pesquisa mais ampla sobre formação pós-graduada desenvolvida com dezessete mestrandos. Na perspectiva da análise textual discursiva, no contexto de uma pesquisa narrativa, os depoimentos individuais dos sujeitos foram organizados em duas categorias: i) Experiências formativas (re)significando as ações docentes; ii) Identidades culturais e a formação pós-graduada. A análise dos resultados revela os sentidos e significados que os mestrandos atribuem ao seu processo de formação pós-graduada, assumindo serem (co)responsáveis pelo próprio processo de formação, na medida em que se tornam sujeitos com intencionalidades explícitas no ato de aprender. O processo de formação reflexiva pelo qual passam promove (re)construção de sua identidade profissional, tendo em vista o intercâmbio que se estabelece na academia, formando uma rede de significados compartilhados que possui sentido individual e coletivo. Ao refletirmos sobre as narrativas dos sujeitos envolvidos, pudemos também refletir sobre as nossas próprias trajetórias de vida e formação, buscando cada vez mais a compreensão e a importância da contínua formação, da clareza do ser inacabado, do aprender a aprender.

Increasingly used shore-based video stations enable a high spatiotemporal frequency analysis of shoreline migration. Shoreline detection techniques combined with hydrodynamic conditions enable the creation of digital elevation models (DEMs). However, shoreline elevations are often estimated based on nearshore process empirical equations leading to uncertainties in video-based topography. To achieve high DEM correspondence between both techniques, we assessed video-derived DEMs against LiDAR surveys during low energy conditions. A newly installed video system on a tidal flat in the St. Lawrence Estuary, Atlantic Canada, served as a test case. Shorelines were automatically detected from time-averaged (TIMEX) images using color ratios in low energy conditions synchronously with mobile terrestrial LiDAR during two different surveys. Hydrodynamic (waves and tides) data were recorded in-situ, and established two different cases of water elevation models as a basis for shoreline elevations. DEMs were created and tested against LiDAR. Statistical analysis of shoreline elevations and migrations were made, and morphological variability was assessed between both surveys. Results indicate that the best shoreline elevation model includes both the significant wave height and the mean water level. Low energy conditions and in-situ hydrodynamic measurements made it possible to produce video-derived DEMs virtually as accurate as a LiDAR product, and therefore make an effective tool for coastal managers.

Neste artigo, temos como objetivo compreender as emergências da chamada sociedade da informação, marcada pelas relações sociais e interpessoais digitalmente mediadas. Por se tratar de um ensaio teórico, buscamos deflagrar reflexões sobre a Educação Matemática e Científica do ponto de vista das novas maneiras de pensar e fazer no contexto da sociedade atual. As proposições desenvolvidas neste trabalho revelam que pensar em Educação Matemática e Científica frente à sociedade da informação é, sobretudo, não ignorar as potencialidades educativas, por vezes pouco aparentes por entre as redes digitais. Buscar aproximação entre nossas práticas educativas e as linguagens multimídicas e multidirecionais situados por nossos alunos e pelo contexto social, na perspectiva de coletivos inteligentes, poderá ser um caminho motivacional para o desenvolvimento da aprendizagem

Neste artigo, examinamos dissertações e teses sobre o uso da informática na educação matemática e científica nos anos iniciais de escolaridade, defendidas no âmbito da área ensino de Ciências e Matemática (46) no Brasil. Os referenciais teóricos que adotamos para analisar essas pesquisas são: Valente (1999), Almeida (2007), Haddad (2002), Franco (2003), dentre outros. Os resultados revelam que pesquisas, ao investirem na compreensão do ensino e/ou da aprendizagem utilizando informática como recurso, privilegiam estudo das potencialidades das tecnologias empregadas. Poucos trabalhos verticalizam de maneira epistêmica ou metodológica o papel docente em contextos em que a informática está inserida. Investir em pesquisas sobre essa temática é desejável, considerando as perspectivas da área de educação em Ciências e Matemática neste século.