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Military training areas (MTAs) are special environments with specific anthropogenic activities. The aims of this review are (1) to understand the interactions between military training activities and biodiversity, (2) to quantify the available scientific literature on this subject, (3) and to highlight the origin of the studies. Queries were carried out on two literature databases: Scopus and Wiley. The queries returned a large number of papers, but few actually matched the research topics. These two databases contain nearly 400 articles that discuss the interactions between military training and biodiversity at different scales. These articles come from all over the world, but the majority were conducted in the United States. In Europe, the studies are mainly conducted on German, English, and Czech sites. Impacts on biodiversity from all types of military training and from restricted areas were studied. The impacts on these areas are multiple and affect the landscape, the soil, fauna, and flora. They can be directly or indirectly related to military activities. Responses to disturbance by military trainings can be complex as they are variable. Thus, the same training may result in positive, neutral, or negative impacts depending on the habitats or taxa targeted and the country studied. Training methods are constantly evolving and vary between countries, and it appears important to maintain research about conservation in those particular areas, which paradoxically represent opportunities for nature conservation. [ABSTRACT FROM AUTHOR]

The democratization of education has brought new school subject, making it necessary for their participation in the process of organizing it. This study deals with a part of a research, with the objective of this study was to investigate the academic research on the perception of parents on participation in school. The methodology consisted of a literature search in dissertations and Graduate Programs thesis in Education (PPGE) with concepts from 4 to 7 (Capes), in the 2003-2013 period, with the use of descriptors. For the analysis we used the summaries of content analysis. As a result, we obtained 74 PPGEs and through descriptors found 277 works. The results show that the works have found specific points of parental participation in school and with an articulated political-pedagogical project. We conclude that none of the work the perception of parents was addressed, showing a thematic of the relevant research. [ABSTRACT FROM AUTHOR]

This paper aims to present how silence has been studied by management researchers or by those of related fields (e.g., Organizational Psychology or Organizational Communication). It is important to study silence in organizations due to its pervasiveness and various consequences for employees (e.g., stress, anxiety, low self-esteem, and cognitive dissonance), for organizations (e.g., absenteeism, higher levels of turnover, and lower levels of productivity), and for the society (e.g., no reporting of illegal or unethical behavior by organizations). A bibliographical research is carried on based on Brinsfield, Edwards e Greenberg's (2009) waves of research of voice and silence in organizations, focusing on silence. From the first wave (1970-1980) it is presented the Spirals of Silence and the MUM Effect. From the second wave (1980-2000) it is presented the whistleblowing, principled organizational dissent, organizational justice, issue selling, organizational citizenship, and the deaf-ear syndrome. From the third wave (from 2000 onwards) it is presented the organizational silence, employee silence, job withdrawal, and organizational learning and knowledge transfer. The research, especially in the case of the third wave, has evolved from conceptual and qualitative research designs to a more quantitative approach, what has been questioned by some researchers calling for the need of theoretical and methodological approaches beyond the positivist conception of most papers. The Brazilian research on silence, despite its small volume, contributes to the understanding of the phenomenon as it fits into the current agenda, seeking to build bridges between the knowledge obtained abroad and its relationship with the local culture (case of the whistleblowing), questioning the one-sided approach on a certain topic (case of the organizational silence) or trying to understand the silence as a necessary pause to understanding and learning. Finally, other bibliographical studies about silence may be carried on considering other Latin languages, as well as the Brazilian research may take into account the local culture and its characteristics to develop new studies on the subject, considering also other theoretical and methodological approaches to it. [ABSTRACT FROM AUTHOR]

In this work, we identify and characterize the Brazilian research groups that develop the social representation theory (SRT). We collected data from the CNPq's Research Groups Directory submitting terms like "social representation" and "social representations", without time period. Then, we analyzed of the page groups, organized and analyzed of results. We identified 172 research groups studding SRT, the most part of them from the Southeastern region of Brazil. We concluded that SRT is a theoretical and methodological framework, active and in constant production in Brazil. SRT is an interdisciplinary theory, being present in different knowledge areas and fields, and it helps the comprehension of phenomena in distinct contexts. [ABSTRACT FROM AUTHOR]

This paper aims at presenting an overview of the researches about Digital Information and Communication Technologies (DICT) and English teacher education carried in Applied Linguistics in Brazil from 2000 to 2009. In order to do so, a bibliographical search was carried out at the CAPES database of theses and dissertations according to some key words related to this subject. The results point out a number of varied studies developed in this field with different focus such as: public policies and its implementation, use of digital tools in pre and in service teacher education, appropriation of digital tools by teachers into their work, believes and representations concerning the use of digital tools, among others. We hope to contribute to those who further wish to develop more studies under the theme English teacher education and DICT [ABSTRACT FROM AUTHOR]