This dissertation considers different aspects of early childhood education in Germany. It aims at providing an empirical contribution to four issues in early childhood education: the development of cognitive and noncognitive skills (chapter 1-3), institutional child care (chapter 4), the intergenerational transmission of a child's health (chapter 5), and the long-term consequences of early noncognitive skills (chapter 6). This is done by using two data sets: First, we use the mother and child data from the German Socio-economic Panel (SOEP) for the years 2003-2008. The mother and child questionnaire, firstly implemented in 2003, contains detailed information on a child's cognitive and noncognitive skills and health, starting from the time of birth. This information on a child's human capital was assessed by the mothers. Second, we exploit a prospective psychological longitudinal panel study on child development from birth until adulthood, the Mannheim Study of Children at Risk (MARS). These data allow us to use more reliable information on a child's cognitive and noncognitive skills from the age of three months on. However, this study is not representative because children at risk are oversampled. Altogether, the different studies suggest that parental investment (economic resources or non-economic resources) in children explain, at least to some extent, the development of cognitive and noncognitive skills as well as the child's health status. Scope for further research is pointed out, particularly related to long-term consequences of cognitive and noncognitive skills acquired during early childhood. A deeper understanding of how skills develop over the life cycle promises to enrich the economic theory and helps to understand the sources as well as the solutions for inequality. / Die vorliegende Dissertation untersucht verschiedene Aspekte der frühkindlichen Bildung in Deutschland. Während sich die empirische Bildungsforschung in den letzten Jahren intensiv mit Fragen der institutionellen Bildung beschäftigt hat, weisen aktuell geführte familien- und bildungspolitische Diskussionen und neuere Forschungsstudien zunehmend auf die Bedeutung der frühkindlichen Entwicklungsphase als erste Phase für die Entwicklung und Förderung von Humankapital hin. Die Arbeit nimmt die aktuelle Diskussion zum Anlass, unterschiedliche Aspekte der frühkindlichen Bildung in Deutschland zu untersuchen. Die ersten drei Kapitel dieser Arbeit untersuchen, wie sich Fähigkeiten in der (frühen) Kindheit entwickeln. Dafür wird eine Fähigkeitsproduktionsfunktion zugrunde gelegt und deren zentrale Eigenschaften zu unterschiedlichen Phasen innerhalb der (frühen) Kindheit auf ihre empirische Relevanz hin untersucht. Darüber hinaus ist es möglich, Wirkungen unterschiedlicher Investitionen für die Entwicklung kognitiver und nicht-kognitiver Fähigkeiten innerhalb der ersten Lebensjahre zu beleuchten und geeignete politische Instrumente daraus abzuleiten. Kapitel vier beleuchtet den Aspekt der institutionellen Kinderbetreuung für die frühkindliche Bildung in Westdeutschland. Die zugrundeliegende Überlegung dieses Abschnitts ist die Frage, ob der institutionellen Kinderbetreuung in Deutschland neben seiner Betreuungsfunktion neuerdings auch eine Bildungsfunktion zugesprochen wird. Zahlreiche Studien zeigen, dass die Gesundheit in der frühen Kindheit eine zentrale Rolle für die Gesundheit im Erwachsenenalter spielt, und gleichzeitig den Erwerb von Fähigkeiten in der frühen Kindheit und damit auch für spätere Lebensphasen unmittelbar beeinflusst. Die Rolle der Gesundheit innerhalb in der ersten Lebensjahre wird in Kapitel 5 untersucht. Neben der unumstrittenen Bedeutung kognitiver Fähigkeiten für eine Vielzahl ökonomischer und nicht-ökonomischer Outcomes, zeigen neuere Studien die Bedeutung nicht-kognitiver Fähigkeiten. Im letzten Kapitel (sechs) werden daher mittel- bis langfristige Konsequenzen geringer nicht-kognitiver Fähigkeiten in der frühen Kindheit für eine Reihe von sozialen Outcomes (Schulleistungen, Gesundheitsverhalten, Persönlichkeit) im Jugendalter analysiert.

The aim of this study was to investigate the relationship between noncognitive symptoms and premorbid temperament in a group with Alzheimer’s disease. The relationship between premorbid temperament and noncognitive symptoms can be used to understand symptom susceptibility and risk, caregiver burdens, as well as providing insights into the neuroanatomical substrates of temperament and noncognitive behaviour. Sixty-three primary caregivers of Alzheimer’s patients fulfilled the eligibility criteria for this study. Information regarding the noncognitive symptoms and premorbid temperament was procured from the primary caregivers. In fifty-one cases, a secondary caregiver also provided information about the premorbid temperament of the Alzheimer’s patient. The latter was obtained to enhance the reliability of retrospective data. The Behaviour Rating Scale for Dementia, the Formal Characteristics of Behaviour-Temperament Inventory, and the Blessed Dementia scale were used to elicit data on noncognitive symptomatology, premorbid temperament, and current cognitive status, respectively. ii Noncognitive symptoms were grouped into two clusters namely neuropsychiatric and neurobehavioural disturbances. The neuropsychiatric cluster included mood and psychotic symptoms and the neurobehavioural cluster included vegetative and overall behavioural dysregulatory symptoms. Results showed that there is a wide spectrum of noncognitive symptom manifestation in patients’ profiles and that the neurobehavioural dysregulatory symptoms are more common than the neuropsychiatric symptoms in this Alzheimer’s cohort. With regard to symptom manifestation and cognitive status, a Pearson product moment correlational analysis showed that a lower level of cognitive functioning is significantly associated with aggressive episodes and a higher level of cognitive functioning with manifestations of depressive symptoms. In terms of interrater concordance on premorbid temperament ratings, intraclass correlations were significant for five of the six temperament domains, thus indicating a reliable estimate of premorbid disposition. Canonical correlational analysis yielded two significant variates. The first variate indicated that Alzheimer’s disease patients with a proclivity for aggressive behaviours and general behavioural deregulation but lower depressive profiles, were premorbidly more emotionally reactive, had low sensory thresholds (high sensitivity), and greater cognitive deficit. The second variate showed that patients with Alzheimer’s disease who tended to manifest with depressive and dysregulatory behaviour appear to have been premorbidly perseverative in temperament with a low sensory threshold (high sensitivity) and the tendency to maintain and attain a low level of activity (stimulation). Taken together, the significant variates revealed a dimensional relationship between depressive symptoms, aggressive symptoms, and behavioural dysregulation; and sensory sensitivity, emotional reactivity, perseverance, and activity, with cognitive status serving as a moderating variable. In conclusion, the study indicated a dimensional relationship between specific premorbid temperament traits and noncognitive symptoms, thereby highlighting the possible predictive influence of premorbid temperament on noncognitive manifestations in Alzheimer’s disease patients. / Thesis (PhD (Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

This dissertation considers different aspects of early childhood education in Germany. It aims at providing an empirical contribution to four issues in early childhood education: the development of cognitive and noncognitive skills (chapter 1-3), institutional child care (chapter 4), the intergenerational transmission of a child's health (chapter 5), and the long-term consequences of early noncognitive skills (chapter 6). This is done by using two data sets: First, we use the mother and child data from the German Socio-economic Panel (SOEP) for the years 2003-2008. The mother and child questionnaire, firstly implemented in 2003, contains detailed information on a child's cognitive and noncognitive skills and health, starting from the time of birth. This information on a child's human capital was assessed by the mothers. Second, we exploit a prospective psychological longitudinal panel study on child development from birth until adulthood, the Mannheim Study of Children at Risk (MARS). These data allow us to use more reliable information on a child's cognitive and noncognitive skills from the age of three months on. However, this study is not representative because children at risk are oversampled. Altogether, the different studies suggest that parental investment (economic resources or non-economic resources) in children explain, at least to some extent, the development of cognitive and noncognitive skills as well as the child's health status. Scope for further research is pointed out, particularly related to long-term consequences of cognitive and noncognitive skills acquired during early childhood. A deeper understanding of how skills develop over the life cycle promises to enrich the economic theory and helps to understand the sources as well as the solutions for inequality. / Die vorliegende Dissertation untersucht verschiedene Aspekte der frühkindlichen Bildung in Deutschland. Während sich die empirische Bildungsforschung in den letzten Jahren intensiv mit Fragen der institutionellen Bildung beschäftigt hat, weisen aktuell geführte familien- und bildungspolitische Diskussionen und neuere Forschungsstudien zunehmend auf die Bedeutung der frühkindlichen Entwicklungsphase als erste Phase für die Entwicklung und Förderung von Humankapital hin. Die Arbeit nimmt die aktuelle Diskussion zum Anlass, unterschiedliche Aspekte der frühkindlichen Bildung in Deutschland zu untersuchen. Die ersten drei Kapitel dieser Arbeit untersuchen, wie sich Fähigkeiten in der (frühen) Kindheit entwickeln. Dafür wird eine Fähigkeitsproduktionsfunktion zugrunde gelegt und deren zentrale Eigenschaften zu unterschiedlichen Phasen innerhalb der (frühen) Kindheit auf ihre empirische Relevanz hin untersucht. Darüber hinaus ist es möglich, Wirkungen unterschiedlicher Investitionen für die Entwicklung kognitiver und nicht-kognitiver Fähigkeiten innerhalb der ersten Lebensjahre zu beleuchten und geeignete politische Instrumente daraus abzuleiten. Kapitel vier beleuchtet den Aspekt der institutionellen Kinderbetreuung für die frühkindliche Bildung in Westdeutschland. Die zugrundeliegende Überlegung dieses Abschnitts ist die Frage, ob der institutionellen Kinderbetreuung in Deutschland neben seiner Betreuungsfunktion neuerdings auch eine Bildungsfunktion zugesprochen wird. Zahlreiche Studien zeigen, dass die Gesundheit in der frühen Kindheit eine zentrale Rolle für die Gesundheit im Erwachsenenalter spielt, und gleichzeitig den Erwerb von Fähigkeiten in der frühen Kindheit und damit auch für spätere Lebensphasen unmittelbar beeinflusst. Die Rolle der Gesundheit innerhalb in der ersten Lebensjahre wird in Kapitel 5 untersucht. Neben der unumstrittenen Bedeutung kognitiver Fähigkeiten für eine Vielzahl ökonomischer und nicht-ökonomischer Outcomes, zeigen neuere Studien die Bedeutung nicht-kognitiver Fähigkeiten. Im letzten Kapitel (sechs) werden daher mittel- bis langfristige Konsequenzen geringer nicht-kognitiver Fähigkeiten in der frühen Kindheit für eine Reihe von sozialen Outcomes (Schulleistungen, Gesundheitsverhalten, Persönlichkeit) im Jugendalter analysiert.

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Na primeira metade de século XX, tanto os empiristas lógicos quanto os racionalistas popperianos sustentaram que os juízos científicos corretos derivavam de sua conformação a certas regras: indutivas, dedutivas, hipotético-dedutivas ou formalizáveis segundo o cálculo de probabilidades. No entanto, após a emergência de novos trabalhos, como os de Thomas Kuhn, houve um amplo desenvolvimento de abordagens que analisam a inferência científica com base em valores, em vez de regras estabelecidas a priori. A estratégia proposta por Kuhn considera a prática científica e sua história um elemento importante para uma compreensão adequada da racionalidade da ciência. Sua abordagem envolve a consideração de valores cognitivos, tais como fecundidade, consistência e escopo de teorias. Ampliando essa abordagem, estudos mais recentes – a partir da década de 90 e com grande efervescência nos últimos anos – defendem a tese de que o conhecimento científico, além de um produto da atividade social, possui ele mesmo uma dimensão social intrínseca. Poderíamos perguntar, então, em que medida valores não cognitivos, tais como valores morais e sociais, moldam a prática científica; e como esses valores poderiam exercer um papel legítimo ou mesmo contribuir para a produção de conhecimento. Essas questões envolvem o problema, bastante expressivo atualmente (cf. Longino, 2015), sobre a chamada “dimensão social do conhecimento científico”. Neste trabalho, abordo o referido problema no que tange à relação entre valores e atividade científica, utilizando-me, para a construção do artigo aqui presente, a abordagem do filósofo da ciência Hugh Lacey e aplicando-a a um contexto específico: as possibilidades de uso produtivo dos chamados Campos Sulinos. / In the first half of the XXth century, both logical empiricists and popperian rationalists sustained that correct scientific judgements derived from the conformation to certain rules: inductive, deductive, hypothetical-deductive or formalizable according to the calculation of probabilities. However, mainly because of Thomas Kuhn’s works, there was an extensive development of approaches that analyze the scientific inference based on values, rather than on a priori established rules. The proposal of Kuhn considers the scientific practice and history as elements of relevance to the comprehension of science’s rationality. His approach considers cognitive values, such as fecundity, consistence, and scope of theories. Expanding this approach, recent studies – starting in the 90s and with great effervescence in recent years – defend the thesis that scientific knowledge, besides being a product of social activity, features an intrinsic social dimension. We could ask, in what measure noncognitive values, such as moral and social values, shape the scientific practice; and how these values could exercise a legitimate role, or even contribute to the production of knowledge. These questions involve the currently quite significant (cf. Longino, 2015) problem called “social dimension of the scientific knowledge”. In this work, I approach the mentioned question regarding the relation between values and the scientific activity, using the approach of the philosopher of science Hugh Lacey, and applying it to a specific background: the possibilities of the productive use of the south Brazilian native grasslands, know Campos Sulinos.

En la present tesi doctoral es va establir i calcular els factors genètics de risc per a la forma tardana de la malaltia d'Alzheimer (MA). Foren analitzats un total de 15 variants gèniques (polimorfismes) ubicats en alguns dels gens candidats que codifiquen per a proteïnes involucrades en la fisiopatologia de la MA. Les freqüències gèniques i genotípiques de tots els polimorfismes, així com les freqüències haplotípiques d'aquelles variants que estaven en desequilibri de lligament, foren comparades entre una població de 136 individus amb diagnòstic clínic de MA i una població de 91 individus sense deteriorament cognitiu (tots amb edats superiors als 65 anys i sense cap relació de parentesc).Es va trobar una associació estadísticament significativa entre l'al·lel e4 del gen APOE i la MA (OR ajustada per sexe i edat de 7.8), així com una altre associació positiva entre el polimofisme *159C/T del gen Neprilysin i la MA (OR del subgrup menor de 75 anys i homozigots CC = 2.87). Finalment, es va trobar una sobre representació significativa del genotip GG, situat en l'exó 5 del gen BACE1, en els pacients d'Alzheimer (OR = 2.14 ). També es va obtenir una associació significativa entre el polimorfisme analitzat en el gen HSP70-2 i la presència de simptomatologia no cognitiva en els pacients que havien estat avaluats amb test neuropsiquiàtric (NPI).Tots aquests estudis confirmen la base genètica de la forma tardana de la MA i demostren la importància de l'epidemiologia genètica i dels estudis de tipus cas-control en aquelles malalties complexes com la MA. / En la presente tesis doctoral se establecieron y calcularon los factores genéticos de riesgo para la forma tardía de la enfermedad de Alzheimer (EA). Para ello se analizaron un total de 15 variantes génicas (polimorfismos) que se encuentran en algunos de los genes candidatos que codifican proteínas involucradas en la fisiopatología de la EA. Las frecuencias génicas y genotípicas de todos los polimorfismos, así como las frecuencias haplotípicas de aquellos polimorfismos que se encontraron en desequilibrio de ligamiento, fueron comparadas entre una población de 136 individuos con diagnóstico clínico de EA y una población de 91 individuos sin deterioro cognitivo (todos con edades superiores a los 65 años y sin relación de parentesco).Se halló una asociación estadísticamente significativa entre el alelo e4 del gen APOE y la EA (OR ajustada por sexo y edad de 7.8), así como otra asociación positiva entre el polimofismo *159C/T del gen Neprilysin y la EA (OR del subgrupo menor de 75 años y homocigotos CC = 2.87). Finalmente, se encontró una sobre representación significativa del genotipo GG, situado en el exón 5 del gen BACE1, en los pacientes de Alzheimer (OR = 2.14 ). También se obtuvo una asociación significativa entre el polimorfismo analizado en el gen HSP70-2 y la presencia de sintomatología no cognitiva en los pacientes que habían sido evaluados con test neuropsiquiátrico (NPI).Todos estos estudios confirman la base genética de la forma tardía de la EA y demuestran la importancia de la epidemiología genética y de los estudios de tipo caso-control en aquellas enfermedades complejas como la EA. / In the present thesis, genetic risk factors for late onset Alzheimer's disease (AD) have been evaluated. A total of 15 polymorphisms located in several candidate genes involved in AD pathophysiology were analysed in a sample set comprising 136 AD patients and 91 non-demented elderly control individuals. A statistically significant association was found between the e4 allele of the APOE gene and AD (age- and sex-adjusted OR = 7.8). An association was also found between the *159C/T polymorphism located at the Nerprilysin gene (the OR for those individuals younger than 75 years old and homozygous for the C allele was 2.87). Finally, an over representation of the GG genotype of the BACE1 exon 5 was found in AD patients compared to controls (OR = 2.14). An elevated propensity to develop non-cognitive alterations in AD patients was found to be associated with the A2 allele of the HSP70-2 gene.All of these results confirm the genetic susceptibility to AD and clearly demonstrate the usefulness of genetic epidemiology tools as well as the case-control approaches in identifying genes related to complex disorders such as AD.

Na primeira metade de século XX, tanto os empiristas lógicos quanto os racionalistas popperianos sustentaram que os juízos científicos corretos derivavam de sua conformação a certas regras: indutivas, dedutivas, hipotético-dedutivas ou formalizáveis segundo o cálculo de probabilidades. No entanto, após a emergência de novos trabalhos, como os de Thomas Kuhn, houve um amplo desenvolvimento de abordagens que analisam a inferência científica com base em valores, em vez de regras estabelecidas a priori. A estratégia proposta por Kuhn considera a prática científica e sua história um elemento importante para uma compreensão adequada da racionalidade da ciência. Sua abordagem envolve a consideração de valores cognitivos, tais como fecundidade, consistência e escopo de teorias. Ampliando essa abordagem, estudos mais recentes – a partir da década de 90 e com grande efervescência nos últimos anos – defendem a tese de que o conhecimento científico, além de um produto da atividade social, possui ele mesmo uma dimensão social intrínseca. Poderíamos perguntar, então, em que medida valores não cognitivos, tais como valores morais e sociais, moldam a prática científica; e como esses valores poderiam exercer um papel legítimo ou mesmo contribuir para a produção de conhecimento. Essas questões envolvem o problema, bastante expressivo atualmente (cf. Longino, 2015), sobre a chamada “dimensão social do conhecimento científico”. Neste trabalho, abordo o referido problema no que tange à relação entre valores e atividade científica, utilizando-me, para a construção do artigo aqui presente, a abordagem do filósofo da ciência Hugh Lacey e aplicando-a a um contexto específico: as possibilidades de uso produtivo dos chamados Campos Sulinos. / In the first half of the XXth century, both logical empiricists and popperian rationalists sustained that correct scientific judgements derived from the conformation to certain rules: inductive, deductive, hypothetical-deductive or formalizable according to the calculation of probabilities. However, mainly because of Thomas Kuhn’s works, there was an extensive development of approaches that analyze the scientific inference based on values, rather than on a priori established rules. The proposal of Kuhn considers the scientific practice and history as elements of relevance to the comprehension of science’s rationality. His approach considers cognitive values, such as fecundity, consistence, and scope of theories. Expanding this approach, recent studies – starting in the 90s and with great effervescence in recent years – defend the thesis that scientific knowledge, besides being a product of social activity, features an intrinsic social dimension. We could ask, in what measure noncognitive values, such as moral and social values, shape the scientific practice; and how these values could exercise a legitimate role, or even contribute to the production of knowledge. These questions involve the currently quite significant (cf. Longino, 2015) problem called “social dimension of the scientific knowledge”. In this work, I approach the mentioned question regarding the relation between values and the scientific activity, using the approach of the philosopher of science Hugh Lacey, and applying it to a specific background: the possibilities of the productive use of the south Brazilian native grasslands, know Campos Sulinos.

Cette thèse contribue à la littérature économique sur les compétences non cognitives essentielles pour la réussite de la vie, particulièrement pour la réussite scolaire. Elle comprend quatre essais basés sur des approches économiques comportementales et expérimentales, avec deux objectifs principaux. Le premier objectif est d’étudier deux compétences non cognitives, à savoir la confiance en soi et la créativité. Notre but est alors de comprendre les déterminants de la confiance en soi et l’impact de la créativité sur les résultats économiques. Le deuxième objectif est d’étudier comment le système scolaire influence les décisions éducatives, les résultats scolaires et la mobilité intergénérationnelle, secteurs où les compétences non cognitives peuvent jouer un rôle important, en particulier via leurs effets sur la confiance en soi et la motivation. Nous observons un impact important des capacités non cognitives sur le comportement et sur les résultats économiques, notamment en ce qui concerne les décisions éducatives. Tout nous montre à penser que fondamentalement les écoles s’inquiètent du développement de ces capacités non cognitives - et non pas seulement des capacités cognitives. Aider les élèves à avoir de meilleures estimations de leur confiance en soi, favoriser le développement du potentiel créatif, stimuler la motivation et l’effort devraient alors faire partie de l’éducation que les élèves reçoivent dans les écoles ; promouvant alors de meilleures décisions, de meilleurs résultats et une société plus équitable. / This thesis contributes to the growing economic literature on noncognitive skills that are critical for life success, specially for academic success. It comprises four essays based on behavioral and experimental economics approaches, with two main objectives. The first objective is to study two noncognitive skills, namely self-confidence and creativity. We aim at understanding the determinants of self-confidence, and the impact of creative potential on economic outcomes. The second objective is to study how school systems impact educational decisions, educational outcomes and intergenerational mobility, where noncognitive skills may play an important role, specially self-confidence and motivation. We observe an important impact of the noncognitive abilities on behavior and economic results, especially for the educational achievements. Taken all our evidences together, it seems fundamental that schools worry about the development of these noncognitive abilities - and not only of the cognitive abilities. Helping students to have better estimates of self-confidence, favoring the development of creative potential, and stimulating motivation and effort should be part of the education that pupils receive in schools ; promoting then better decisions, better outcomes and a more equitable society.

Na primeira metade de século XX, tanto os empiristas lógicos quanto os racionalistas popperianos sustentaram que os juízos científicos corretos derivavam de sua conformação a certas regras: indutivas, dedutivas, hipotético-dedutivas ou formalizáveis segundo o cálculo de probabilidades. No entanto, após a emergência de novos trabalhos, como os de Thomas Kuhn, houve um amplo desenvolvimento de abordagens que analisam a inferência científica com base em valores, em vez de regras estabelecidas a priori. A estratégia proposta por Kuhn considera a prática científica e sua história um elemento importante para uma compreensão adequada da racionalidade da ciência. Sua abordagem envolve a consideração de valores cognitivos, tais como fecundidade, consistência e escopo de teorias. Ampliando essa abordagem, estudos mais recentes – a partir da década de 90 e com grande efervescência nos últimos anos – defendem a tese de que o conhecimento científico, além de um produto da atividade social, possui ele mesmo uma dimensão social intrínseca. Poderíamos perguntar, então, em que medida valores não cognitivos, tais como valores morais e sociais, moldam a prática científica; e como esses valores poderiam exercer um papel legítimo ou mesmo contribuir para a produção de conhecimento. Essas questões envolvem o problema, bastante expressivo atualmente (cf. Longino, 2015), sobre a chamada “dimensão social do conhecimento científico”. Neste trabalho, abordo o referido problema no que tange à relação entre valores e atividade científica, utilizando-me, para a construção do artigo aqui presente, a abordagem do filósofo da ciência Hugh Lacey e aplicando-a a um contexto específico: as possibilidades de uso produtivo dos chamados Campos Sulinos. / In the first half of the XXth century, both logical empiricists and popperian rationalists sustained that correct scientific judgements derived from the conformation to certain rules: inductive, deductive, hypothetical-deductive or formalizable according to the calculation of probabilities. However, mainly because of Thomas Kuhn’s works, there was an extensive development of approaches that analyze the scientific inference based on values, rather than on a priori established rules. The proposal of Kuhn considers the scientific practice and history as elements of relevance to the comprehension of science’s rationality. His approach considers cognitive values, such as fecundity, consistence, and scope of theories. Expanding this approach, recent studies – starting in the 90s and with great effervescence in recent years – defend the thesis that scientific knowledge, besides being a product of social activity, features an intrinsic social dimension. We could ask, in what measure noncognitive values, such as moral and social values, shape the scientific practice; and how these values could exercise a legitimate role, or even contribute to the production of knowledge. These questions involve the currently quite significant (cf. Longino, 2015) problem called “social dimension of the scientific knowledge”. In this work, I approach the mentioned question regarding the relation between values and the scientific activity, using the approach of the philosopher of science Hugh Lacey, and applying it to a specific background: the possibilities of the productive use of the south Brazilian native grasslands, know Campos Sulinos.