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Na «arte de procurar soluções», as populações locais na Guiné-Bissau respondem através de modelos variados de participação no sector da educação. As escolas populares, as escolas públicas com iniciativa de associações manjacas, as escolas de autogestão e as escolas comunitárias reflectem a diversidade de respostas das comunidades face às carências educativas não supridas pelo Estado. Os modelos de desenvolvimento participativo apresentados encontram fonte de aprendizagem no período colonial, em particular durante a luta pela independência. As decisões políticas assumidas no Congresso de Cassacá, em 1964, constituem os alicerces de experiências educativas baseadas em modelos de organização e participação da sociedade guineense, que voltarão a ser experimentadas com variáveis no período pós-independente até aos nossos dias. Na região de Bafatá, a participação das comunidades manifesta-se em 156 das 252 escolas existentes em 2006. O envolvimento da população contribui para minorar os efeitos negativos da pobreza e consequentemente para que se alcance a Educação Para Todos até 2015 cujo compromisso foi assinado pela Guiné-Bissau, na Conferência de Dacar. Na luta contra a pobreza, os factores políticos, históricos e sócio-culturais determinam a participação das populações na promoção da educação na Guiné-Bissau. A mobilização da população deve-se à ausência de resposta às suas necessidades, mas também ao aumento de prestígio que experiências educativas bem sucedidas têm granjeado quer em tabancas vizinhas quer junto de entidades externas. Este estudo pretende analisar o papel das populações no desenvolvimento da educação com destaque para as escolas comunitárias da região de Bafatá, no período de 2004 a 2006. Palavras-chave: Desenvolvimento, Desenvolvimento Participativo, Educação, Escolas Comunitárias
O programa de ajustamento estrutural na república da Guiné-Bissau : Uma avaliação política e ética
(2007)
Os guineenses assumiram o desenvolvimento como uma das metas a atingir e a estabilização e o ajustamento foi-lhes imposta como solução para os problemas estruturais existentes. No entanto, a forma como têm vindo a ser concebidos pelo Banco Mundial e pelo Fundo Monetário Internacional, direccionada sobretudo para a área económica, acabou por limitar o papel dos Programas de Ajustamento Estrutural (PAE) tidos como indutores do desenvolvimento, tornando-os num agregado de premissas austeras, com resultados não esperados. As propostas do FMI e do BM, tendendo para a liberalização económica e estímulo dos mercados em detrimento da intervenção estatal, traduzem-se em medidas de redução de taxas de utilização dos serviços públicos, supressão de subsídios, redimensionamento da administração pública, cortes, congelamentos salariais e privatizações. Os resultados destas reformas foram catastróficos, porquanto não só não melhoraram o défice orçamental, como os efeitos negativos das restrições orçamentais sobre o bem-estar, geraram um ambiente de promiscuidade social e o agravamento do sector informal como estratégia de sobrevivência Tendo em conta o objecto em estudo, isto é, a relação de forças que encontrámos entre o relacionamento entre os actores políticos guineenses e as Instituições Financeiras Internacionais, notámos que a ausência de comportamentos éticos também influiu nos resultados. Por um lado, o BM e o FMI, perante um Estado fragilizado, apresentaram condicionalismos à obtenção de empréstimos e ajudas, por outro lado, os actores guineenses, mesmo perante este dilema, não se coibiram do exercício da corrupção, do clientelismo e do neo-patrimonialismo, como estratégia para o enriquecimento fácil. Palavras-chave: Programas de Ajustamento Estrutural; Desenvolvimento; Boa governação; Ética e Moral.
Qual o papel que a política social desempenha no desenvolvimento? Que ferramentas teóricas e conceptuais podemos usar para compreender melhor esse papel - considerando que as de que dispomos actualmente são, na maioria, as associadas aos modelos socioeconómicos e políticos dos países mais industrializados? Neste trabalho procuramos analisar estas questões, com base na reflexão sobre os modelos de regimes de bem-estar aplicados à realidade dos países em desenvolvimento. Nesta discussão recorremos a um conceito de política social abrangente e, nesse sentido, procurámos identificar a multi-dimensionalidade de funções que aquela pode desempenhar no desenvolvimento, designadamente em sociedades caracterizadas pela instabilidade e pela fragilidade institucional. Por outro lado, considerando a dependência que grande parte dos PED vive em relação à ajuda pública ao desenvolvimento, procurámos perceber também, de que modo a política social é entendida pelos actores-chave da cooperação – qual a posição que ocupa na agenda actual, dominada pelos objectivos da luta contra a pobreza, da melhoria dos níveis de saúde e de educação? Este articulado de questões está vertido na análise do caso da Guiné-Bissau numa perspectiva de regime de bem-estar, cuja evolução recente tem sido marcada pela instabilidade política, conflito, e degradação dos níveis de bem-estar. Palavras-Chave: Política Social, regimes de bem-estar, cooperação para o desenvolvimento, Estados “frágeis,” Guiné-Bissau
This thesis investigates the development of early cognition in infancy using neural network models. Fundamental events in visual perception such as caused motion, occlusion, object permanence, tracking of moving objects behind occluders, object unity perception and sequence learning are modeled in a unifying computational framework while staying close to experimental data in developmental psychology of infancy. In the first project, the development of causality and occlusion perception in infancy is modeled using a simple, three-layered, recurrent network trained with error backpropagation to predict future inputs (Elman network). The model unifies two infant studies on causality and occlusion perception. Subsequently, in the second project, the established framework is extended to a larger prediction network that models the development of object unity, object permanence and occlusion perception in infancy. It is shown that these different phenomena can be unified into a single theoretical framework thereby explaining experimental data from 14 infant studies. The framework shows that these developmental phenomena can be explained by accurately representing and predicting statistical regularities in the visual environment. The models assume (1) different neuronal populations processing different motion directions of visual stimuli in the visual cortex of the newborn infant which are supported by neuroscientific evidence and (2) available learning algorithms that are guided by the goal of predicting future events. Specifically, the models demonstrate that no innate force notions, motion analysis modules, common motion detectors, specific perceptual rules or abilities to "reason" about entities which have been widely postulated in the developmental literature are necessary for the explanation of the discussed phenomena. Since the prediction of future events turned out to be fruitful for theoretical explanation of various developmental phenomena and a guideline for learning in infancy, the third model addresses the development of visual expectations themselves. A self-organising, fully recurrent neural network model that forms internal representations of input sequences and maps them onto eye movements is proposed. The reinforcement learning architecture (RLA) of the model learns to perform anticipatory eye movements as observed in a range of infant studies. The model suggests that the goal of maximizing the looking time at interesting stimuli guides infants' looking behavior thereby explaining the occurrence and development of anticipatory eye movements and reaction times. In contrast to classical neural network modelling approaches in the developmental literature, the model uses local learning rules and contains several biologically plausible elements like excitatory and inhibitory spiking neurons, spike-timing dependent plasticity (STDP), intrinsic plasticity (IP) and synaptic scaling. It is also novel from the technical point of view as it uses a dynamic recurrent reservoir shaped by various plasticity mechanisms and combines it with reinforcement learning. The model accounts for twelve experimental studies and predicts among others anticipatory behavior for arbitrary sequences and facilitated reacquisition of already learned sequences. All models emphasize the development of the perception of the discussed phenomena thereby addressing the questions of how and why this developmental change takes place - questions that are difficult to be assessed experimentally. Despite the diversity of the discussed phenomena all three projects rely on the same principle: the prediction of future events. This principle suggests that cognitive development in infancy may largely be guided by building internal models and representations of the visual environment and using those models to predict its future development.
Autophagy is an evolutionarily conserved catabolic process by which cells degrade their own components through the lysosomal machinery. In physiological conditions, the mechanism is tightly regulated and contributes to maintain a balance between synthesis and degradation in cells undergoing intense metabolic activities. Autophagy is associated with major tissue remodeling processes occurring through the embryonic, fetal and early postnatal periods of vertebrates. Here we survey current information implicating autophagy in cellular death, proliferation or differentiation in developing vertebrates. In developing systems, activation of the autophagic machinery could promote different outcomes depending on the cellular context. Autophagy is thus an extraordinary tool for the developing organs and tissues.
The approximate number system (ANS) is assumingly related to mathematical learning but evidence supporting this assumption is mixed. The inconsistent findings might be attributed to the fact that different measures have been used to assess the ANS and mathematical skills. Moreover, associations between the performance on a measure of the ANS and mathematical skills may be discontinuous, i.e., stronger for children with lower math scores than for children with higher math scores, and may change with age. The aim of the present study was to examine the development of the ANS and arithmetic skills in elementary school children and to investigate how the relationship between the ANS and arithmetic skills develops. Individual markers of children's ANS (internal Weber fractions and mean reaction times in a non-symbolic numerical comparison task) and addition skills were assessed in their first year of school and 1 year later. Children showed improvements in addition performance and in the internal Weber fractions, whereas mean reaction times in the non-symbolic numerical comparison task did not change significantly. While children's addition performance was associated with the internal Weber fractions in the first year, it was associated with mean reaction times in the non-symbolic numerical comparison task in the second year. These associations were not found to be discontinuous and could not be explained by individual differences in reasoning, processing speed, or inhibitory control. The present study extends previous findings by demonstrating that addition performance is associated with different markers of the ANS in the course of development.
The present study investigates the hemispheric contributions of neuronal reorganization following early single-sided hearing (unilateral deafness). The experiments were performed on ten cats from our colony of deaf white cats. Two were identified in early hearing screening as unilaterally congenitally deaf. The remaining eight were bilaterally congenitally deaf, unilaterally implanted at different ages with a cochlear implant. Implanted animals were chronically stimulated using a single-channel portable signal processor for two to five months. Microelectrode recordings were performed at the primary auditory cortex under stimulation at the hearing and deaf ear with bilateral cochlear implants. Local field potentials (LFPs) were compared at the cortex ipsilateral and contralateral to the hearing ear. The focus of the study was on the morphology and the onset latency of the LFPs. With respect to morphology of LFPs, pronounced hemisphere-specific effects were observed. Morphology of amplitude-normalized LFPs for stimulation of the deaf and the hearing ear was similar for responses recorded at the same hemisphere. However, when comparisons were performed between the hemispheres, the morphology was more dissimilar even though the same ear was stimulated. This demonstrates hemispheric specificity of some cortical adaptations irrespective of the ear stimulated. The results suggest a specific adaptation process at the hemisphere ipsilateral to the hearing ear, involving specific (down-regulated inhibitory) mechanisms not found in the contralateral hemisphere. Finally, onset latencies revealed that the sensitive period for the cortex ipsilateral to the hearing ear is shorter than that for the contralateral cortex. Unilateral hearing experience leads to a functionally-asymmetric brain with different neuronal reorganizations and different sensitive periods involved.
Justice, not development : Sen and the hegemonic framework for ameliorating global inequality
(2014)
Starting from the merits of Sen's "Development as freedom", the article also explores its shortcomings. It argues that they are related to an uncritical adoption of the discourse of "development", which is the hegemonic framework for ameliorating global inequality today. This discourse implies certain limitations of thought and action, and the article points out three areas where urgent questions of global justice have been largely ignored by development theory and policy as a consequence. Struggles for justice on a global scale, this is the conclusion, should not take the detour of "development".
Congenital sensory deprivation can lead to reorganization of the deprived cortical regions by another sensory system. Such cross-modal reorganization may either compete with or complement the “original“ inputs to the deprived area after sensory restoration and can thus be either adverse or beneficial for sensory restoration. In congenital deafness, a previous inactivation study documented that supranormal visual behavior was mediated by higher-order auditory fields in congenitally deaf cats (CDCs). However, both the auditory responsiveness of “deaf” higher-order fields and interactions between the reorganized and the original sensory input remain unknown. Here, we studied a higher-order auditory field responsible for the supranormal visual function in CDCs, the auditory dorsal zone (DZ). Hearing cats and visual cortical areas served as a control. Using mapping with microelectrode arrays, we demonstrate spatially scattered visual (cross-modal) responsiveness in the DZ, but show that this did not interfere substantially with robust auditory responsiveness elicited through cochlear implants. Visually responsive and auditory-responsive neurons in the deaf auditory cortex formed two distinct populations that did not show bimodal interactions. Therefore, cross-modal plasticity in the deaf higher-order auditory cortex had limited effects on auditory inputs. The moderate number of scattered cross-modally responsive neurons could be the consequence of exuberant connections formed during development that were not pruned postnatally in deaf cats. Although juvenile brain circuits are modified extensively by experience, the main driving input to the cross-modally (visually) reorganized higher-order auditory cortex remained auditory in congenital deafness.