Context. Primates are one of the most charismatic and widely studied vertebrate groups. However, the study of new world primates in green patches within urban areas has been neglected. Such primates have been viewed as a source of human-animal conflict; however, their ecological importance to urban ecosystems and their role in human well being is poorly understood.Aims. To increase understanding of both ecological and socioeconomical factors affecting the distribution, density and group sizes of urban marmosets in a large Brazilian city (Belo Horizonte).Methods. A map of vegetation cover and land use was produced and employed to investigate the distribution of marmosets. An online questionnaire was extensively publicised, which permitted the public to report the occurrence or not of marmosets near their residences. For sites with low salary levels and low internet availability, face-to-face interviews were conducted. Additionally, field surveys were conducted in 120 green areas identified by spatial analysis as potential areas of occurrence. The human population density, salary levels and green areas were posteriorly correlated with marmoset distribution.Key results. Despite the urbanisation and high human population density, green fragments within the city still housed marmoset groups. However, the presence of green areas did not always indicate primate presence. Group presence was significantly related to the size of parks or green areas and negatively related to built-up areas, and human density. Salary levels were related to more forested streets and possibly tolerance. Marmosets were classified as urban utilisers.Conclusions. The human-wildlife conflict with marmoset species was relatively low, owing to marmoset avoidance of built-up areas. The interaction of marmoset species and city dwellers was mainly limited to borders of forest fragments and inside city parks, and appeared to be human motivated.Implications. This study showed the importance of public involvement in wildlife studies in urban environments; clarifying the interaction between city dwellers and wild species is essential to mitigate negative interactions.
ResumoNeste estudo, desenvolvido sob uma abordagem qualitativa, pretende-se compreender o papel da Orientação de Estágio -entendida como a que visa ao planejamento de aulas para a regência no âmbito do Estágio Curricular Supervisionado -, na constituição da identidade profissional de futuros professores de Matemática. Para a obtenção das informações que subsidiaram nossas análises, realizamos entrevistas semiestruturadas com graduandos de um curso de Licenciatura em Matemática. A análise evidenciou que, a partir das Orientações de Estágio, futuros professores mobilizaram/desenvolveram elementos relacionados à identidade profissional, tais como: crenças a respeito do planejamento de aulas; apropriação do valor teórico da profissão; o despertar de um senso crítico no planejamento de aulas; abertura para o trabalho com os pares; o desenvolvimento de uma atitude de pesquisa; e capacidade de refletir antes da experiência. Os resultados apontam que as interações promovidas nesse contexto possibilitaram que os futuros professores desenvolvessem uma atitude questionadora e revelassem expectativas quanto a sua futura prática profissional, antecipando desafios. Palavras-chave:Desenvolvimento Profissional. Estágio Curricular Supervisionado. Identidade Profissional Docente. AbstractThe objective of the present study was to investigate the role of Lesson Planning for Student Teaching in the development of the pre-service professional identity of mathematics teachers. To meet this objective, a qualitative research was developed, using a semi-structured interview as an information collection instrument, with Math undergraduate students from a Math Teacher Education course. The prospective teachers revealed that, during the Lesson Planning for Student Teaching, they mobilized/develop elements related to the teacher professional identity, such as: beliefs about lesson planning; appropriation of theoretical professional value; critical sense in lesson planning; availability for work with peers; research skills; and the capacity to reflect before the experience. These results evidence that the interactions between interns and between interns and
Wireless sensor networks have become incredibly popular due to the Internet of Things' (IoT) rapid development. IoT routing is the basis for the efficient operation of the perception-layer network. As a popular type of machine learning, reinforcement learning techniques have gained significant attention due to their successful application in the field of network communication. In the traditional Routing Protocol for lowpower and Lossy Networks (RPL) protocol, to solve the fairness of control message transmission between IoT terminals, a fair broadcast suppression mechanism, or Drizzle algorithm, is usually used, but the Drizzle algorithm cannot allocate priority. Moreover, the Drizzle algorithm keeps changing its redundant constant k value but never converges to the optimal value of k. To address this problem, this paper uses a combination based on reinforcement learning (RL) and trickle timer. This paper proposes an RL Intelligent Adaptive Trickle-Timer Algorithm (RLATT) for routing optimization of the IoT awareness layer. RLATT has triple-optimized the trickle timer algorithm. To verify the algorithm's effectiveness, the simulation is carried out on Contiki operating system and compared with the standard trickling timer and Drizzle algorithm. Experiments show that the proposed algorithm performs better in terms of packet delivery ratio (PDR), power consumption, network convergence time, and total control cost ratio.
Resumo. Neste artigo, apresentamos resultados de uma pesquisa qualitativa cujo objetivo foi compreender o papel do Estágio de Regência no desenvolvimento da identidade profissional docente de futuros professores de Matemática, na ótica de licenciandos em Matemática. Para a coleta de informações foi realizada uma entrevista semiestruturada, com graduandos de um curso de Licenciatura em Matemática. Na ótica desses futuros professores, o Estágio de Regência possibilitou que mobilizassem/desenvolvessem uma visão a respeito de uma boa aula, crenças sobre si mesmo como professores, crenças sobre o ensino e a aprendizagem; se apropriassem do valor social da profissão; se conscientizassem a respeito de situações imprevistas; incorporassem atitudes que interferem no ambiente de aprendizagem. Para que mobilizassem/desenvolvessem esses elementos, a dinâmica de trabalho estabelecida durante a regência de aulas mostrou-se fundamental, além de permitir aprendizagens a respeito da docência diretamente relacionadas à prática letiva do professor que podem subsidiá-los futuramente durante o seu trabalho. Abstract. In this paper we present results of a qualitative research, which aimed to investigate the role of the Practicum in the development of preservice mathematics teachers' professional identity, from the perspective of undergraduate Math students. In order to achieve this purpose, we used a semi-structured interview as an information collection instrument. The preservice mathematics teachers revealed that, during the Practicum, they mobilize/develop a vision about a good lesson, beliefs about themselves as teachers and about teaching and learning; appropriate the social professional value; develop an awareness of unforeseen situations; incorporate attitudes that interfere in the learning environment. The results showed that, the work dynamics established by prospective teachers during the Practicum helped them to mobilize/develop these elements related to the teachers' professional identity and provided learning about teaching which can support them in the professional performance. Palavras-chave: estágio curricular supervisionado, estágio de regência, desenvolvimento profissional, identidade profissional docente
O presente artigo tem como objetivos identificar subdomínios do Conhecimento especializado do Professor de Matemática revelados na escrita reflexiva de futuros professores decorrente de simulações de aulas em uma disciplina de Prática e Metodologia do Ensino de Matemática e evidenciar componentes desse contexto formativo que possivelmente colaboraram para a mobilização de tais conhecimentos. Para isso, analisamos as escritas reflexivas de três licenciandos matriculados no quarto ano do curso de Licenciatura em Matemática da Universidade Estadual de Londrina no ano letivo de 2019, referentes às aulas destinadas à simulação de aulas. Os resultados revelam adequação do contexto formativo ao modelo e componentes desse contexto que possivelmente potencializaram tal mobilização, como as discussões realizadas com os colegas da turma e com o formador a respeito das tarefas propostas, a observação crítica das aulas simuladas, a resolução de tarefas aplicadas pelos colegas e a reflexão sobre a própria prática. Além disso, apontam potencialidades do uso da escrita reflexiva na formação inicial de professores de Matemática e da dinâmica de condução da disciplina para propiciar um ambiente oportuno à mobilização de conhecimentos profissionais docentes e ao desenvolvimento profissional de futuros professores, podendo orientar formadores de professores em suas práticas formativas.
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