Oscillations in Planar Deficiency-One Mass-Action Systems

Whereas the positive equilibrium of a planar mass-action system with deficiency zero is always globally stable, for deficiency-one networks there are many different scenarios, mainly involving oscillatory behaviour. We present several examples, with centers or multiple limit cycles.

A NATUREZA DO ESPAÇO ESCOLAR:

O presente texto visa introduzir a discussão acerca da desigualdade social estabelecida e situada no território nacional brasileiro e notadamente no estado de São Paulo. A desigualdade será investigada através da interpretação geográfica, sobretudo pela leitura, análise e aproximação das conceituações do geógrafo brasileiro Milton Santos. O primeiro esforço, portanto, é compreender aspectos de sua teoria, geralmente alocada entre a geografia física e a geografia humana. No entanto, a iniciativa de fundamentar a abordagem através desse pressuposto teórico-metodológico, tem como objetivo último evidenciar o quanto o prédio e a própria Escola, em parâmetros gerais, se tornaram, desde as bases (engenharia e arquitetura), contribuição para a formação da paisagem de um determinado território, seja de periferia ou de centro, mas também, contribuição para a manutenção de um status quo de desigualdade nas dinâmicas da relação social. Portanto, a partir do Estruturalismo, pretende-se contribuir para a maior compreensão acerca das determinações basilares e, por vezes invisíveis, da influência da sociedade de Capital no que se refere à estratificação social através da escola como locus. Palavras-chave Geografia, Escola, Objeto, Ação THE NATURE OF SCHOOL SPACE: contributions of Geography to the school concept of among object and action systems Abstract This text aims to introduce the discussion about the social inequality established and located in the Brazilian national territory and notably in the São Paulo state. Inequality will be investigated through geographic interpretation, above all, by reading, analyzing and approximating the concepts of the great Brazilian geographer, Milton Santos. The first effort, therefore, is to understand aspects of his theory, generally allocated between physical geography and human geography. However, the initiative to substantiate the approach through this theoretical-methodological assumption, has the ultimate objective of showing how the building and the School itself, in general parameters, have become, since its strategic planning, with engineering and architecture assumptions, contribution for the formation of the landscape of a given territory, whether in the periphery or in the center, but also a contribution to the maintenance of an unequal status quo in the dynamics of social relations. Therefore, from Structuralism, it is intended to contribute to a greater understanding of the basic determinations and, sometimes invisible, of the influence of Capital society with regard to social stratification through the school as locus. Keywords Geography, School, Object, Action

Systems Informed Positive Education

Positive psychology as a discipline has focused primarily on understanding and building individual wellbeing. But the application of positive psychology within schools brings a number of challenges that transcend simplistic approaches. Schools are dynamic in nature and subject to numerous pressures and competing priorities. Positive psychology interventions can be helpful, some of the time, for some people, but there is a need to identify and transcend the limiting paradigms that drive our research, practices, and beliefs, moving beyond simplistic interventions and programs to broader awareness and mindful action. Systems Informed Positive Education (SIPE) explicitly incorporates aspects of the systems sciences into positive education practice and pedagogy to cultivate optimal learning environments that bring out the best in each individual and of the school community as a whole. This chapter describes SIPE, illustrates SIPE in action, and highlights key principles and their implications for embedding wellbeing at the heart of education.