Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-12T18:30:43Z No. of bitstreams: 1 vivianezeringotarodrigues.pdf: 1501252 bytes, checksum: 2b0228255aec40277c0d1870ac03da16 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-06-27T19:54:46Z (GMT) No. of bitstreams: 1 vivianezeringotarodrigues.pdf: 1501252 bytes, checksum: 2b0228255aec40277c0d1870ac03da16 (MD5) / Made available in DSpace on 2016-06-27T19:54:46Z (GMT). No. of bitstreams: 1 vivianezeringotarodrigues.pdf: 1501252 bytes, checksum: 2b0228255aec40277c0d1870ac03da16 (MD5) Previous issue date: 2013-02-22 / As formigas do gênero Solenopsis são comumente relatadas em ambiente urbano devido à capacidade de exploração de recursos e facilidade de encontro de locais de nidificação, o que favorece sua proliferação, vindo a acarretar acidentes. Os objetivos do presente estudo foram caracterizar os hábitos de nidificação de colônias de Solenopsis saevissima (Smith), assim como analisar sua resposta comportamental frente à perturbação das colônias em área urbana no município de Juiz de Fora, Minas Gerais. Para o estudo dos hábitos de nidificação foram realizadas observações quinzenais compreendidas entre 8 e 16h, de maio de 2011 a abril de 2012. Para cada colônia ativa foi registrado o tipo de substrato e as dimensões do ninho. A resposta comportamental foi estudada com auxílio de uma ferramenta (pá de metal) para a perturbação de 30 colônias, e o deslocamento foi verificado com uma régua de madeira (150cm) posicionada verticalmente sob a colônia perturbada e duas trenas perpendiculares entre si na horizontal (5m). Dados sobre temperatura e umidade relativa do ar foram registrados ao longo das coletas. A dispersão agressiva foi observada nas posições horizontal e vertical (em centímetros) durante três minutos, com coleta de dados a cada 20 segundos. Os resultados demonstraram que essas formigas estão presentes durante todo o ano nesse ambiente, permanecem ativas mesmo nos meses mais frios, e o substrato mais utilizado como base para construção dos ninhos foi a vegetação rasteira. O período seco (de abril a agosto) pode ser considerado o mais adequado para o controle destes insetos por apresentar o menor número de colônias ativas (28%). Com relação ao comportamento de deslocamento, os resultados demonstraram que a velocidade na vertical é significativamente maior que na horizontal (p=0,0007), e o deslocamento dessas formigas não tem relação com fatores abióticos e independe do tamanho externo da colônia. Os resultados deste estudo são importantes contribuições para o estudo da biologia e do comportamento agressivo de S. saevissima em ambiente urbano, podendo subsidiar estudos de controle a fim de minimizar os acidentes que essas formigas causam. / Ants of the genus Solenopsis are common in urban environments due to their capacity to explore resources and facility to establish nesting sites, which helps their proliferation and increases the occurrence of accidents with intruders. The aims of the present study were to characterize the nesting habits of Solenopsis saevissima (Smith), as well as to analyze behavioral responses to disturbances in colonies located in urban areas of Juiz de Fora, Minas Gerais. To study the nesting habits, observations were performed every two weeks from May 2011 to April de 2012, between 8:00 a.m. and 4:00 p.m. For each active colony the substrate and the dimensions of the nest were registered. To analyze the behavioral response, a shovel was used to disturb 30 colonies, and the displacement was verified with the aid of a wooden ruler (150cm long) positioned vertically over the disturbed colony and two (5m) measuring tapes perpendicular horizontally placed at the ground. Temperature and relative air humidity were registered during the observation period. The aggressive dispersion was observed in both directions, horizontal and vertical during three minutes, and the data were collected every 20 seconds. The results demonstrate that these ants are present throughout the year in this environment; that they remain active even in the coldest months and the substrate more utilized to build the nests was the undergrowth. The dry season (from April to August) can be considered more appropriate to controlling these insects due to the low number of active colonies. Regarding dislocation behavior, results show that the speed was significantly higher in the vertical than in the horizontal direction (p=0.0007), and it was not related to abiotic factors nor was dependent on the external size of the colony. These results add information on the biology and aggressive behavior of S. saevissima in urban environment.

The purpose of this study was to gain a better understanding of sexually aggressive behavior through the examination of humor appreciation among male undergraduates. As compared to nonaggressive males, sexually aggressive males showed a significantly greater appreciation for humor which negatively stereotyped females, portrayed prejudicial views of rape-and rape victims, and contained content related to male sex drive and virility. Differences in humor appreciation were also found for males with high sex drive. Additional findings included correlations between aggressive drive and sexually aggressive status, as well as between sex drive and likelihood to rape.

Aggression in dogs is a significant public health concern with 7.2 mortality cases per 100 million inhabitants and approximately 4.7 million dog bites annually. Canine aggression is typically viewed as a genetic trait and treated as pathology through the use of medical or respondent behavioral procedures. In this study the effects of the differential negative reinforcement of safe, alternative behaviors to aggression using distancing as the reinforcer were evaluated. The results demonstrated that even when the aggression was in evidence throughout most of the dog's lifetime, it responded quickly to changes in reinforcement contingencies.

Aggressive behavior of young children has always existed. In kindergarten, teachers and children will encounter the consequences frequently. However, not all teachers have enough experience and knowledge to deal with children’s aggressive behavior. Children’s aggressive behavior will not only affect the teacher’s curriculum, the relationship between teachers and children, but also the relationship between children. Therefore, the purpose of this systematic review is to provide teachers with interventions that can help young children reduce aggressive behavior while improving peer interaction. ERIC and PsycINFO were used to search peer-reviewed articles since these two databases have articles related to my topic, and data collecting and analyzing were conducted in March and April 2020. By including five relevant articles and summarizing and analyzing the contents of these five articles, it is concluded that there are two types of interventions in kindergartens to reduce children's aggressive behavior while improving their peer interaction. One type includes a method for the social story, which is a short, simple story written from a child’s perspective to provide guidance for appropriate social behavior for children with autism. The other intervention type teaches social skills. The advantage of this systematic review is that it is very practical for teachers because four of the five articles have an effect on aggressive behavior and/or peer interaction This paper analyzes relationships of children's aggressive behavior and does not include other elements such as children's language ability. In conclusion, teachers need to choose appropriate interventions, because some interventions cannot achieve the effect of reducing aggressive behavior and increasing peer interaction at the same time. / 幼儿的攻击行为一直都存在。在幼儿园时，由于教室里有不止一个的幼儿，教师更是会频繁的遇见这一情况，然而并不是所有的教师都有足够的经验和知识来应对幼儿的这一行为。幼儿的攻击行为不仅会影响教师的课程，教师与幼儿的关系，还会影响幼儿之间的关系。因此本文献综述的目的是给教师提供能帮助幼儿降低攻击行为的同时提高同伴互动的干预计划。ERIC和PsycINFO用于搜索同行评审的文章因包含最多与本篇论文主题相关的文献，并在3月和4月进行了数据收集和分析。通过纳入五篇相关文献并对这五篇文献内容的总结与分析得出教师在幼儿园中有不同的方法来减少儿童的攻击行为，促进他们的同伴互动。其中，干预分为两大类，一种是包括了社交故事的干预，另一种是教导学生社交技巧的干预，并且，社交故事的使用频率较高。但是，教师需要选择合适的干预，因为有些干预不能达到减少攻击性行为的同时增加同伴互动的效果。本片文献综述的优点是对于教师来说十分实用，而主要的不足点是只分析了幼儿的攻击行为与幼儿间的关系，并没有分析幼儿的语言能力等能够影响幼儿攻击行为的要素。

Violent video games have been questioned in its influence toward violence and aggressivebehavior in nowadays especially with adolescents and young adults which usually spend theirtime playing games more than other activity. The aim of this research is to find a correlationbetween violent video games exposure, aggressive behavior and self-control in an individual toanswer the question that “Is playing violent video games can lead a person to be more violence,aggressive and lack of self-control more than it should be?” The research will be studied with351 people in the Thailand Gamer Community. An aggressive behavior and impulsive behaviorwill be look into by self-questionnaire: Buss – Perry aggression questionnaire: BPAQ – ShortForm to measure aggressive behavior, the short version of the Self-Control Scale to measure animpulsive behavior and for a violent video games exposure, it will be measured by the time thatparticipants playing video games and how violent it exposure to violent video games andaggressive behavior but the results only show a slightly correlation between these two variables.Nevertheless, the results show no correlation between violent video games exposure andimpulsive behavior.

Child maltreatment and household dysfunction have long been linked to delinquency, adult criminality, and sexual offending. However, the association between adverse childhood experiences (ACEs), factors related to out-of-home placement, and the onset of maladaptive behaviors has not thoroughly been explored in adolescents who have engaged in sexually abusive behavior. In the present study, we examined archival records of 120 male youths who have received treatment for sexually abusive behavior. As expected, the male adolescents in this sample have experienced higher rates of ACEs than samples of adult males in the community, adult males who committed sexual offenses, and juvenile justice–involved males as reported in the literature. Discrete-time survival analyses yielded increased risks of onset of aggression and sexually abusive behavior during early childhood and mid-to-late childhood, with significant associations between higher ACE scores and a greater number of out-of-home placements. Implications and future directions are discussed.

Sixty percent of youth indicate exposure to violence. Such exposure is a noted risk factor for youths' well-being, including cognitive, emotional, and behavioral development. However, there is a gap in the literature regarding whether exposure to violence predicts impaired academic performance. The purpose of this quantitative study was to test a model with cognitive, behavioral, and emotional sequelae of exposure as mediators of the relationship between exposure to violence and academic performance among adolescents who are at risk for exposure and attend inner-city high schools. Ninety-nine students, primarily female and African-American, in Grades 10 to 12 at two public schools in a major mid-Atlantic metropolitan district completed self-report measures for exposure to violence, aggressive behavior, aggressive cognitions, psychoemotional distress, and academic performance. A series of linear regressions was used for mediational analysis. Path coefficients were interpreted to test the proposed causal model. Consistent with previous research, a weak, but statistically significant bivariate relationship was found between exposure and grade point average (GPA). However, the relationship was indirect, mediated by students' aggressive cognitions: Higher levels of aggressive cognitions provided the best predictors of negative relationships exposure to violence with GPA. These findings have important social change implications. In particular, findings suggest that educators, parents, and mental health professionals can strengthen academic performance among adolescents with higher academic potential who are exposed to violence by offering support for positive coping styles and alternatives to attitudes that normalize aggression.

No description available.

Leitões desmamados em sistema comercial passam por um intenso estresse devido a separação materna, alteração brusca na alimentação e reagrupamento de leitegadas, exacerbado pelas intensas interações agonísticas. Nós investigamos se a presença de um suíno mais velho na baia da creche, logo após o desmame, seria capaz de diminuir as interações agonísticas e a concentração de cortisol, tornando os leitões mais adaptados para lidar com o desafio imposto. Noventa e seis leitões de 21 dias de vida foram desmamados e divididos em 8 baias, das quais, 4 tinham um suíno mais velho. Foram feitas coletas de saliva em 48 animais (24 de cada tratamento), filmagem de comportamentos para posterior análise de interações agonísticas (48 animais, sendo 24 de cada tratamento), contagem total de lesão (96 animais) e um desafio de LPS e coleta de sangue para testar a hipótese. A presença do suíno mais velho diminuiu interações agressivas (p = 0,0419), porcentagem de tempo total gasto em interações agonísticas (p = 0,0289) e quantidade de lesões ( p = 0,0001). Não houve diferença na concentração de cortisol na saliva nem no soro sanguíneo, em resposta ao desafio de LPS entre os tratamentos. O suíno mais velho diminuiu a quantidade de interações agoníticas e a somatória de lesões, podendo ter melhorado a adaptação dos leitões ao momento de desmame / Piglets weaned under commercial systems experience an intense stress due to maternal separation, abrupt changes in the diet and mixing of litters, exacerbated by intensive agonistic interactions. We investigated whether the presence of an older swine in the nursery pen, after weaning, would be able to reduce agonistic interactions and the concentration of cortisol, making the piglets most adapted to deal with the challenge. Ninety-six 21 days old piglets were weaned and housed into 8 pens, of which 4 had an older swine. Saliva samples were taken from 48 animals (24 per treatment), vídeo for analysis of agonistic interactions (48 animals, 24 of each treatment), total count of lesion (96 animals) and a challenge of LPS and collection of blood was carried to test the hypothesis. The presence of the older swine decreased aggressive interactions (p = 0.0419), percentage of total time spent in fights (p = 0.0289) and number of lesions (p = 0.0001). There was no difference in the concentration of cortisol in saliva or in serum in response to LPS challenge. The older swine decreased the amount of agonistics interactions and the amount of lesions, thus it may have improved adaptation of piglet at weaning

Made available in DSpace on 2016-07-27T14:21:18Z (GMT). No. of bitstreams: 1 Timoteo Madaleno Vieira.pdf: 453387 bytes, checksum: debb5a05ecddc8ce2ee362bb795024ab (MD5) Previous issue date: 2007-02-28 / Aggressiveness is typical characteristic of animal behavior. For humans, aggressiveness is influenced both by biological and by sociocultural factors, and can result in serious problems for both aggressors and victims of aggression. Knowledge about the evolutionary and ontogenetic factors that influence human aggressiveness is therefore extremely relevant not only to the theoretical considerations, but also to possible measures to prevent it. In this dissertation, we present an empirical investigation about the relationship among social variables (punishment, aggressive models presented on television and by parents, toy gun playing) and the aggressive and ludic behavior of pre-school children. Our subjects were 15 boys between four and six years of age that were enrolled in a childcare unit in the city of Goiânia, Brazil. Demographic data and information on the frequency with which subjects were exposed to aggressive models at home were obtained through structured interviews. Behavioral data were collected during 12 periods with 60 minutes of naturalistic observation. In each period, subjects remained in a 60m2 room with no toys, and with minimum interference by adults (free activity). The percentage of time spent by each subject in ludic activities (rough and tumble and mild play) was calculated from the percentage of instantaneous scans at 3 minutes intervals (20 records each session). Data on aggressive behavior (real and simulated) were gathered thru behavioral samplings (all occurrences). A multivariate analysis of variance (MANOVA- GLM procedure in SPSS v. 13.0) indicated a significant relationship between play behavior and the presence of aggressive models at home, particularly the presence of toy guns (F=9,93; gl=1; p=0,01) and aggressive interaction by parents (F=8,56 ; gl=1; p=0,02): boys that reported these models at home participated more in rough and tumble play than other subjects. Children exposed to abusive physical punishment (U=6,0; p=0,03), and adult fighting at home (U=7,5; p=0,02) and to violent TV programs (U=8,0; p=0,02) were emitted more real aggression. Boys that reported toy guns at home were not registered in aggressive behavior more often than those who did not, but displayed a higher proportion of pretend aggression (U= 8,0; p=0,02). The more aggressive models at home, the higher the incidence of aggressive behavior during observation periods (Rho=0,603; p=0,02). No two-way interactions between factors (aggressive models) were found in the multivariate analysis. Despite these significant results, the proportions of rough and tumble play and of real aggression gradually decreased through the 12 periods of observation. The great majority of our 15 subjects engaged less in rough and tumble play and displayed less real aggression during the last 6 periods of observation than during the first ones (within subjects: t=4,26; gl=14; p=0,001). Overall, our results indicate a cumulative effect of aggressive models in ludic and aggressive behavior, although this effect may change with the increasing familiarity of subjects with the lack of interference by adults. / A agressividade é uma característica comportamental típica dos animais. No caso do ser humano, este tipo de comportamento é influenciado tanto por fatores biológicos como sócio-culturais, e pode acarretar em sérios problemas tanto para sujeitos agressores como para vítimas de agressão. Conhecer os fatores evolutivos e ontogenéticos que influenciam a agressividade humana é portanto extremamente relevante não só para a compreensão teórica deste comportamento, como também para possíveis medidas de prevenção. Neste trabalho, apresentamos uma investigação empírica sobre a relação entre variáveis sociais (punição física, modelos de agressividade apresentados pela televisão e pelos pais, utilização de armas de brinquedo) e o comportamento agressivo e lúdico de crianças pré-escolares. Os sujeitos consistiram de 15 meninos entre quatro e seis anos de idade que freqüentavam regularmente uma creche na cidade de Goiânia. Dados demográficos e sobre a freqüência de modelos de agressividade em casa foram obtidos através de entrevistas estruturadas com os sujeitos. Dados comportamentais foram obtidos durante 12 sessões de 60 minutos de observação naturalística. Em cada sessão, os sujeitos permaneciam em uma sala de aproximadamente 60m2, sem brinquedos, e com a mínima interferência de adultos (atividade livre). A porcentagem de tempo gasta por cada sujeito em atividades lúdicas (brincadeira turbulenta e não turbulenta) foi calculada a partir de 20 registros de varredura instantânea ( scan ) a cada sessão. Dados sobre comportamento agressivo (agressão real e agressão simulada) foram obtidos através de registros de todas as ocorrências. Uma análise multivariada de variância (MANOVA- procedimento GLM do SPSS v. 13.0) indicou uma relação significativa entre o comportamento lúdico e a presença de modelos agressivos em casa, em especial a presença de armas de brinquedo (F=9,93; gl=1; p=0,01) e de brigas em casa (F=8,56 ; gl=1; p=0,02): crianças que relataram estes modelos em casa brincaram mais de forma turbulenta do que os que não relataram estes modelos. Crianças expostas à punição física (U=6,0; p=0,03), a brigas em casa (U=7,5; p=0,02) e a programas televisivos violentos (U=8,0; p=0,02) apresentaram maior número de registros de agressão real. As que relataram armas de brinquedo em casa não obtiveram registros mais freqüentes de agressividade, embora tenham apresentado uma proporção de agressões simuladas maior do que as que não relataram tais brinquedos (U= 8,0; p=0,02). Quanto mais modelos, maior a incidência destes comportamentos ao longo das sessões de observação (Rho=0,603; p=0,02). Nenhuma interação significativa entre fatores (modelos de agressividade) foi encontrada na análise multivariada. Apesar destes resultados significativos, a proporção de brincadeiras turbulentas e de agressões reais caiu substancialmente ao longo das 12 sessões. A grande maioria dos 15 sujeitos brincou menos de forma turbulenta e agrediu menos seus colegas nas últimas seis sessões, e mais nas primeiras seis sessões (teste t pareado: t=4,26; gl=14; p=0,001). Em conjunto, nossos resultados indicam um efeito cumulativo dos modelos de agressividade no comportamento lúdico e agressivo, embora este efeito possa sofrer modificações com a crescente familiaridade com a atividade livre.