The trahira or wolf fish - Hoplias malabaricus- is a valid species, although recent cytogenetic and molecular studies have indicated the existence of a species complex. In this context, the present study analyzed the mitochondrial COI marker to determine the levels of genetic diversity of specimens from the Brazilian state of Maranhão, and verify the occurrence of distinct lineages within the study area. Samples were collected from the basins of the Turiaçu, Pindaré, Mearim, Itapecuru, and Parnaíba rivers. A 630-bp fragment was obtained from 211 specimens, with 484 conserved and 108 variable sites, and 60 haplotypes (Hd = 0,947; π = 0,033). The phylogenetic analyses indicated the existence of three distinct lineages of H. malabaricus from Maranhão. Genetic distances of 1.5-8.2% were found between all the populations analyzed, while the variation between haplogroups ranged from 2.1% to 7.7%. The AMOVA indicated that most of the molecular variation was found among groups, with high FST values. The high levels of genetic variability found in the present study are supported by the available cytogenetic data. These findings reinforce the need for the development of effective programs of conservation and management independently for each river basin, in order to preserve the genetic variability found in this taxon.
Objetivou-se apresentar as implicações da inteligência emocional no contexto atual das organizações educacionais, construído com base na leitura crítica de publicações científicas acerca da temática inteligência emocional e sua relação com as organizações prestadoras de serviços educacionais. A inteligência emocional caracteriza a maneira como as pessoas lidam com suas emoções e com as das pessoas ao seu redor. Inteligência e emoção são temas que tem instigado pesquisadores e gerado polêmica por mais de um século de estudos e pesquisas e apesar de ser um campo de investigação considerado novo, este estudo corrobora para uma proposta de ampliar o conceito que é aceito tradicionalmente. O percurso metodológico compreendeu a leitura de estudos sobre a Inteligência Emocional primeiramente em livros dos teóricos com maior relevância acerca da temática, seguido da busca de artigos nas bases de dados Scientific Eletronic Library Online e Portal de Periódicos da CAPES. A inteligência emocional possibilita que o ser humano esteja preparado para enfrentar os problemas pessoais e sociais de forma mais flexível, empática e ética. Assim, em um mundo tão exigente, pessoas educadas racionalmente e emocionalmente serão capazes de ter mentes abertas e dispostas a assimilar novas idéias transformando-as em possibilidades para alcançar uma vida melhor e mais feliz.Emotional intelligence: a reflection timely for educational organizationsAbstract: The objective was to present the implications of emotional intelligence in the current context of educational organizations, built on the critical reading of scientific publications on the theme of emotional intelligence and its relation to the organizations providing educational services. Emotional intelligence characterizes the way people deal with their emotions and with the people around you. Intelligence and emotion are topics that have instigated researchers and generated controversy for more than a century of studies and research and in despite of being considered new field of research, this study corroborates to a proposal to expand the concept that is accepted traditionally. The methodological approach consisted of reading studies on IE first books of the theoretical with greater relevance in the subject field, followed by the search for articles in the databases Scientific Electronic Library Online and CAPES Journal Portal. Emotional intelligence enables the human being is prepared to face the personal and social problems more flexible, empathetic and ethics. Thus, in a world so demanding, educated people rationally and emotionally will be able to have open minds and willing to assimilate new ideas turning them into opportunities to achieve a better life and happier.
Resumo: Objetivou-se relatar a experiência acerca da implementação de um projeto educacional voltado a motivação para o aprendizado em língua estrangeira desenvolvido com adolescentes na faixa etária entre 14 e 17 anos matriculados no ensino médio integrado de uma Escola Estadual do estado do Ceará. Foi fundamentado com base na pedagogia de projetos e possibilitou reafirmar que o desenvolvimento cognitivo do aluno se dá por meio da interação social, ou seja, de sua interação com outros indivíduos e com o meio onde ele está inserido, bem como a importância da motivação nesse processo. Assim, possibilitou refletir acerca das potencialidades e possíveis mudanças para o enfrentamento dos desafios no ensino de línguas estrangeiras e que a partir da sócio-interação constatou-se o avanço dos educandos abrindo um contraponto da dinâmica dos trabalhos individuais para seguirem de encontro ao trabalho em conjunto corroborando para a mudança de olhar no que se refere ao aprendizado das línguas estrangeiras.Palavras-chave: Aprendizagem; Ensino de Língua estrangeira; Pedagogia de Projetos. Abstract :The objective was to report the experience about the implementation of an educational project focused on the motivation to learn in a foreign language developed with adolescents between the ages of 14 and 17 enrolled in the integrated high school in a public school in the state of Ceará . It was based on the pedagogy of projects and made it possible to reaffirm that the student's cognitive development occurs through social interaction, that is, his interaction with other individuals and the environment where he is inserted, as well as the importance of motivation in this process. Thus, it was possible to reflect on the potentialities and possible changes to face the challenges in the teaching of foreign languages and that from the socio-interaction it was verified the progress of the students, opening a counterpoint of the dynamics of the individual works to follow the work in corroborating to the change of look regarding the learning of foreign languages.
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