Knowledge flows and bases in emerging economy innovation systems: Brazilian research 2005–2009

This article considers the role of domestic knowledge capabilities for developing countries and emerging economies, and in particular in the build-up of their national systems of innovation. Using bibliometric methods, we describe the geographic sources of knowledge and the users of Brazilian research in 2005–2009, and analyze the roles of domestic and foreign knowledge bases in it. Our results suggest that increasing reliance on domestic sources of knowledge is a feature of Brazil's improved science and technology capabilities. The ascendancy of Brazil's research informs us about the unfolding re-organization of global research, too, underlining nascent South-South knowledge flows, the prevailing relevance of EU research, and the relative decline of US research for Brazilian knowledge creation.     

‘Learning Experience’ Provided by Science Teaching Practice in a Classroom and the Development of Students’ Competences

According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions of ‘learning experience’ provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However, in the literature, there is little investigation into the invariance (or not) of the characteristics of students’ learning experience while being taught a scientific subject by the same teacher. This paper suggests that the relationship between the learning experience provided and the competences developed is not properly highlighted. This paper analyses the learning experience provided to students in epistemic, pedagogical and meta-cognitive terms. The students were taught the proprieties and applications of light by one teacher, in three classes, over 7 weeks. We analysed the data in each referred learning experience, using a pre-defined category system. The students’ competences were evaluated by a competence test. The epistemic demand of each item and the students’ performances were also analysed. Our findings point to the non invariance of learning experiences provided to students and the influence of some dimensions of learning experiences provided in the development of certain competences. These findings and their implications are contextualized and discussed.     

Does moderate-intensity continuous training result in greater total energy expenditure compared to high-intensity interval training?

Recently in the Journal of Sports Sciences, Schaun et al. published a study on the comparison of energy expenditure between high-intensity interval training and moderate continuous training performed in water. With this Letter to the Editor, we would like to comment on the methodological aspects that should be considered to analyze the results presented, as well as the conclusions.

Abbreviations: CONT, moderate-intensity continuous training; EPOC, excess post-exercise oxygen consumption; HIIT, high-intensity interval training; VO2max, maximal oxygen consumption.     

Studying abroad: developing a model for the decision process of international students

Attracting international students is increasingly important for higher education institutions. In order to contribute to the understanding of how international students choose a university, we conducted a qualitative study in a public university in the north of Portugal. Results show that students seek an international experience mainly for personal, academic and professional development reasons, relying on personal contacts as information sources and support groups. Academic reputation and quality are the most important attraction factors. We develop a theoretical model of the studying abroad decision process, including the main motivations to leave the country of origin, the information sources and the decision factors.     

Childhood trauma and suicide risk in a sample of young individuals aged 14–35 years in southern Brazil

Suicide is among the main causes of death of people aged between 15 and 44 years old. Childhood trauma is an important risk factor for suicide. Hence, the objective of this study was to verify the relationship between childhood trauma and current suicide risk (suicidal behavior and ideation) in individuals aged 14–35 years, in the city of Pelotas, Brazil. This is a cross-sectional, population-based study. Sample selection was performed by clusters. Suicide risk was evaluated using the Mini International Neuropsychiatric Interview (MINI) and Childhood trauma was assessed with the Childhood Trauma Questionnaire (CTQ). Moreover, the participants responded to a questionnaire concerning socioeconomic status, work, and substance use. The sample was composed of 1,380 individuals. The prevalence of suicide risk was 11.5%. The prevalence figures of childhood trauma were 15.2% (emotional neglect), 13.5% (physical neglect), 7.6% (sexual abuse), 10.1% (physical abuse), and 13.8% (emotional abuse). Suicide risk was associated (p < .001) with gender, work, alcohol abuse, tobacco use, and all types of childhood trauma. The odds of suicide risk were higher in women (OR = 1.8), people who were not currently working (OR = 2.3), individuals who presented alcohol abuse (OR = 2.6), and among tobacco smokers (OR = 3.4). Moreover, suicide risk was increased in all types of trauma: emotional neglect (OR = 3.7), physical neglect (OR = 2.8), sexual abuse (OR = 3.4), physical abuse (OR = 3.1), and emotional abuse (OR = 6.6). Thus, preventing early trauma may reduce suicide risk in young individuals.     

Perceptions of higher education in Brazil in the first decade of the third millennium

This study aims at reflecting upon the Brazilian higher education situation in a context ot deep change regarding the contemporary way of life. This study stems from evidence generated from field research. The expansion of the higher education system in Brazil, for historical, political and economic reasons, has taken place mainly by means of private institutions following logic close to a market one, according to some theoretieians. The general objectives of this paper are to reflect upon the situation of the Brazilian higher education at the end of the first decade of the 21st century and to investigate the advances of the ＂research is learning itself＇ （Lucchesi, 2002） paradigm from its conceptual set through an analysis of the official discourse from higher education institutions. This paper aims at verifying whether such discourse has been translating the intention of rendering such paradigm concrete. By means of the analysis of the discourse manifested at advertising messages from the private higher education institutions, this study aims at understanding what they now believe to be the model for teaching and learning capable of meeting the Brazilian youth＇s needs. The authors have observed that the relationship between teaching and learning is promised by the private higher education institutions. Therefore, the scope of this study is the persuasive content of the message from the private higher education institutions to conquer new students.     

Influencing scientists’ collaboration and productivity patterns through new institutions: University research centers and scientific and technical human capital

This paper analyzes the effect of university research centers on the productivity and collaboration patterns of university faculty. University research centers are an important subject for policy analysis insofar that they have become the predominant policy response to scientific and technical demands that have not been met by extant institutions, including academic departments, private firms, and government laboratories. Specifically, these centers aim to organize researchers from across the disciplines and sectors which, collectively as a research unit, possess the scientific and technical capacity relevant to scientific and technical goals of the sponsoring agencies. In this paper, we measure the productivity and collaboration patterns of university researchers affiliated with a relatively large-scale and “mature” university research center to discern the effects, if any, of the center mechanism on individual scientists and engineers. Based on an analysis of longitudinal bibliometric data, the results from this case study demonstrate affiliation with the center to be effective at enhancing overall productivity as well as at facilitating cross-discipline, cross-sector, and inter-institutional productivity and collaborations.     

Networks in Education: An Analysis of Selected Discourses

‘Network’ is a fashionable and current term in every field of contemporary society and education is no exception. In this paper, the concept of network (and other associated concepts, such as partnership and collaboration) is reviewed. Such revision regards selected theoretical contributions and is explored in terms of the use of the concepts in legal documents and in the discourses of aldermen and educational officers from Portuguese municipalities, offering a critical and multi-layered perspective. The analysis reveals the various layers of the network concept, often appearing vague and diffuse. It is a floating signifier disputed by different discourses and embodied by different meanings. This, in turn, brings major research problems linked to the use of the concept of network in education.     

Deaf children in regular classrooms: a sociocultural approach to a Brazillan experience

Inclusion of deaf children in regular classrooms is often described as unsuccessful. The present article shows how communicative and metacommunicative strategies used in teacher(s)-deaf students(s) interactions may facilitate inclusion. A fourth-grade classroom was investigated where a coteaching approach--a master teacher working with a teacher trained in Brazilian Sign Language (BSL)--was used. The class, 7 deaf and 19 hearing students, was selected because of the teacher dyad's effectiveness with these students. The teachers' interactive styles and strategies are highlighted, along with communicative and metacommunicative processes that occurred between them and the deaf students. The authors show that meanings are co-constructed not only through words or BSL but through nonverbal actions. Relational metacommunicative strategies make integration more effective and learning easier and more pleasant; therefore, dialogue with deaf children entails more than the mere use of words, either vocally or with signs.