Navegando por Assunto "Ethology"

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Acesso aberto (Open Access)
Behavior of buffalo heifers reared in shaded and unshaded pastures during the dry season on Marajó Island, Pará, Brazil
(Universidade Federal do Pará, 2019-02-25) ALMEIDA, Jean Caio Figueiredo de; JOSET, Waléria Cristina Lopes; BARBOSA, Antônio Vinícius Corrêa; LOURENÇO JÚNIOR, José de Brito; SILVA, Jamile Andréa Rodrigues da; NORONHA, Rafaela de Paula Pachêco
The objective of this research was to evaluate the behavior of twenty buffalo heifers reared during the dry season on Marajó Island, Pará, Brazil. The animals were distributed into two groups, those with shade (WS) and those without shade (WOS). The experimental day was divided into six shifts: morning (6:00 to 9:55 a.m.), intermediate (10:00 a.m. to 1:55 p.m.), afternoon (2:00 to 5:55 p.m.), evening (6:00 to 9:55 p.m.), night (10:00 p.m. to 1:55 a.m.), and early morning (2:00 to 5:55 a.m.). The WS group was kept in silvipastoral system paddocks, while the WOS group was kept in unshaded paddocks. Climatic data were registered and temperature and humidity index (THI) were calculated. Behavior data such as grazing, rumination, idle time, and other activities (walking, defecating, mounting, drinking water, urinating, eating salt) were evaluated. The results showed that the THI was higher in the WOS group. Grazing time was higher in the WOS group than in the WS group in the intermediate shift (p < 0.05), while in the afternoon, evening, and early morning shifts, the WS group spent more time grazing than the WOS group. In the intermediate and early morning shifts, the WS group spent more time ruminating (p < 0.05); the WS group ruminated more than the WOS group. The WOS group had more idle time, especially in the evening and early morning shifts (p < 0.05), while the WS group had more idle time in the intermediate shift (p < 0.05). We conclude that buffaloes graze and ruminate more intensely when they are reared in a shaded system on the island of Marajó
Acesso aberto (Open Access)
Efeito da utilização de jogos como intervenção lúdica no rendimento escolar: uma revisão integrativa
(Universidade Federal do Pará, 2017) TSUTSUMI, Myenne Mieko Ayres; JUNIOR, Mauro Dias Silva; http://lattes.cnpq.br/2665950726942083; https://orcid.org/0000-0001-8544-4468; GOULART, Paulo Roney Kilpp; http://lattes.cnpq.br/7800966999068746
A previous survey found that there are a considerable number of publications reporting the use of games as an effective method in educational context. However, the data that justify pedagogical practices need to be organized. The objectives of the present study were to perform an integrative review, which was divided into two parts: 1) systematic review of the literature on empirical research that investigated the effects of game play as a strategy for playful intervention in school performance and 2) discussion of as two behavioral sciences (i.e., Behavior Analysis and Ethology) with distinct, but complementary explanatory models may contribute to educational planning based on play behavior. In the systematic review we included empirical articles and/or experience/case reports describing the use of games as an intervention method for teaching formal school content; which were published in indexed journals; that mentioned or contained the previously defined keywords; and were published in English or Portuguese from January 2006 to December 2016. Two judges were responsible for collecting data and evaluating the relevance of articles in relation to inclusion criteria. Altogether, 141 articles were found, but only 19 were considered adequate to the criteria. It was found that children were the main participants; that electronic games were the most used; that mathematics was the discipline that concentrates the greatest number of studies; and that the use of games had the effect of improving students' academic performance. These results shed light on three important issues: 1) the need to include playful events in the context of teaching, planning and programming of learning making it meaningful for the student and the teacher; 2) to emphasize the importance of education as part of the scientific interests and, especially, of the behavioral sciences, since this way there will be collection and evaluation of evidences that support pedagogical methods and decisions; and 3) the integration between the contributions of Behavior Analysis and Ethology can help not only to understand the effect of games on learning but also to collaborate in alternative educational.