Navegando por Data de Publicação, começando com "2008-02-25"

Filtrar resultados por ano ou mês

Agora exibindo 1 - 10 de 10

Estudo comparativo da eficiência de diferentes processos oxidativos para o tratamento de águas residuais contendo pesticidas
(Universidade Federal de São Carlos, 2008-02-25) Gromboni, Caio Fernando; Nogueira, Ana Rita de Araújo; https://lattes.cnpq.br/7034773971317045; https://lattes.cnpq.br/3094371391359214
Due to the vast amount of waste containing solutions of pesticides normally generated in cattle farms, in this study were evaluated different processes aiming its degradation. Initially were studied, two chamber photo-oxidative, which showed potential for the degradation of wastewater. Another alternative was investigate it was the coupling between microwave (MW) and ultraviolet (UV) radiation. To evaluate the efficiency of decomposition of the system were determinate the levels of initial carbon and after the treatments, using optical emission spectrometry with inductively coupled plasma. To identify the subproducts generated, chromatographic techniques were employed. In laboratory scale, the results indicated high efficiencies for degradation of wastewater, mainly for the tests performed with the photo-Fenton reaction, which had rates of decline exceeding 90%. It was noted that the decomposition of the wastewater of Colosso® pesticide is simpler when compared to the treatment of Supocade® pesticide. After the assessments in scale laboratory was built a prototype that employs Fenton reaction and agitation to be employed directly in the field. This prototype was tested and showed efficiencies of degradation of 60% for Supocade®, while for the Colosso® about 95% of the original carbon content has been removed from the solution, showing that the behaviour of reactions depends of active principle that compound the commercial product.
Aprendizagem discriminativa em jovens e em idosos com e sem doença de Alzheimer
(Universidade Federal de São Carlos, 2008-02-25) Sartori, Raquel Martins; Souza, Deisy das Graças de; https://lattes.cnpq.br/4404800720856419; https://lattes.cnpq.br/8645774729592438
Population aging is an increasing reality in developing countries. As a result, in the past decades the dementia has become one of the major problems of public health, affecting at least 5% of the population over the age of 65 years. Alzheimer s disease (AD), which is one form of dementia, is related to memory impairment, loss of capacity to learn new skills and forgetfulness of those skills previously mastered. The purpose of this study was twofold: (1) to investigate whether or not people with AD can learn new conditional discriminations; (2) to verify the extent to which learning of and memory for the stimuli decrease in elderly people without AD. The matching-to-sample (MTS) has been used to assist different populations with special needs in the acquisition of discriminative skills that cannot be learned through conventional teaching methods. The participants in this study were six elderly individuals with AD (two in the initial phase and four in the moderate phase), eight elderly individuals without any form of dementia, and seven young adults aged between 18 and 38 years. The elderly with AD failed to learn conditional discriminations with arbitrary stimuli, but they did learn identity conditional discriminations and simple discriminations. The typically developing elderly participants learned the conditional discriminations and did form equivalence classes; however, they required more training than the younger participants. This study allowed the identification of the process by which every participant learned the relationships, as well as the analysis of the differences between ages and health conditions of the elderly. The systematic teaching of new discriminations could be a useful strategy to maintain the cognitive skills along the aging process.
Influência do método de preparação de catalisadores bifuncionais, Pt-Ni/HUSY, na isomerização do n-hexano
(Universidade Federal de São Carlos, 2008-02-25) Yoshioka, Carlos Minoru Nascimento; Cardoso, Dilson; https://lattes.cnpq.br/2462847535959232
Gasoline containing high amount of linear chain compounds have low octane number. However, this number can be increased when linear alkanes are subjected to isomerization, able to change linear chain compounds to ramificationcontaining alkanes. Such reactions require the use of bifunctional catalysts, containing acid and metal sites, which show high efficiency in the isomerization of linear chain paraffins. Most work in the literature involves the use of bifunctional catalysts with constant mass of metal and with high activation time of the catalyst, the so-called "Traditional Activation ". Therefore, the goal of this work is to study the influence of the method of preparation of bifunctional metallic catalysts through two methods of activation, in order to obtain a catalyst with well dispersed metallic particles. These catalysts had been reduced through the "Fast Activation" that consists in using high speed of heating in the process of reduction of cations. In this work, bifunctional and bimetallic catalysts supported in the FAU zeolitic structure containing constant molar content of Pt-Ni were prepared. The addition of these metals in the solid was accomplished through competitive ionic exchange, using solutions of these metals cations. Three series of metallic catalyst had been prepared, contaning 130, 230 and 280 µmol M/gcat. They have been characterized by temperature programmed of reduction (TPR), hydrogen chemisorption, transmission electronic microscopy (TEM), CO infrared spectroscopy and submitted to catalytic evaluation in the isomerization of n-hexane. From analysis of the results, it is possible to conclude that the fast activation process is more advantageous than the traditional one, then it avoids the migration of cations to small cavities of the zeolitic structure, minimizes the process of sintering of metallic particles and requires a much less time of activation. The insertion of a second metal (nickel) in the platinum bifunctional catalyst leads to getting solids with different properties from those that contain only platinum. Thus, it becomes possible to obtain bimetallic catalysts that are more active than the ones containing only one metal, even if it is noble metal.
Protocolo para avaliar a acessibilidade ao computador para alunos com paralisia cerebral
(Universidade Federal de São Carlos, 2008-02-25) Lourenço, Gerusa Ferreira; Mendes, Enicéia Gonçalves; https://lattes.cnpq.br/1474728505225459
The national and the foreigner literature indicate that the successful education of students with cerebral palsy can require the implementation of resources and appropriate equipments, allowing the individual to improve their performance and complete daily tasks in a more efficient and independent way. The assistive technology is a term used to name the equipments / resources as well as the services linked to them that promote to the individual a greater success in the accomplishment of activities, increasing, maintaining or improving their functional capacities. The implementation of those resources is a complex process, involving variables of the person, of the equipment, of the task to be executed and of the environment. An appropriate initial evaluation is of great importance and the current study had as objective to systematize a tool with specific procedures to verify the eligibility of computational resources of high assistive technology to the students with cerebral paralysis to be applied by a team of special education and rehabilitation professionals. It is a descriptive research, based in a North American checklist already existent that evaluates the physical characteristics and posture to determine the best way to use the computer. The methodology involved phases as the translation and the cross-cultural adaptation of that checklist as well as the implementation of a supplemental guide for additional use of the referred checklist for the educational context. The translation procedures, theoretical and technical adaptation of the North American checklist and theoretical analysis (content and semantics) were accomplished with the participation of special education specialist professionals as judges. With the analysis of the judges' results, the outcome indicated the relevance of the translated checklist s proposition together with the itinerary built to the professionals' reality involved in the education of children with cerebral palsy. The study resulted in a protocol for computer accessibility evaluation, in which there are five parts, the first three were created (Student Identification, Performance in the Classroom Academic Activities, Interest in the Computer s Implementation) and the last two adapted from the translated checklist (PCA: Physical Characteristics Assessment Computer Access for Individuals with Cerebral Palsy and Conclusions). The theoretical validation phase should be accomplished before the checklists are made available, and it is expected that the presented study will contribute to the process of making viable a checklist for the evaluation and the prescription of resources of high assistive technology that allows the computer access and, in that way, improves the education quality for those students. Besides, it seeks a contribution to the practice of professionals that work on that theme when making available that kind of checklist, collaborating on the theoretical development of this area in the Brazilian reality
Correspondência verbal/não verbal: efeitos da intermitência de reforçamento e da história de fracasso escolar
(Universidade Federal de São Carlos, 2008-02-25) Cortez, Mariéle de Cássia Diniz; Rose, Julio Cesar Coelho de; https://lattes.cnpq.br/3386857761295187; https://lattes.cnpq.br/7927746584626515
The present proposal is based on the assumption that verbal responding is operant behavior established and maintained by reinforcement contingencies, and that this behavior can be analysed as a dependent variable. Recent research about say-do correspondence have used the educational context to investigate conditions able to guarantee corresponding reports of errors and correct responses about academical activities. The present study investigated the influence of a history of school failure and task difficulty on self-report of two groups of children about their reading performance, as well the effects of reinforcement schedules on the establishment and maintenance of accurate reports. Four children with history of school failure and four children without such history, all of them attending Fundamental Education, participated. Doing consisted in reading aloud a written word presented on the computer s screen and Saying in reporting if the reading was correct or not. The experiment began with a General Pretest that evaluated the participants reading repertoire, followed by baseline sessions that verified frequency of corresponding reports as a function of increasing probability of errors in a session (10, 25, 50 e 70%). On the next phase, correspondence training sessions, in which corresponding reports were reinforced continuously and later intermittently (variable ratio), were conducted. Finally, a baseline return was conducted to evaluate if the previously trained conditions were sufficient to promote accurate self-report maintenance. Points exchangeable for gifts were used as consequences. There were no pronounced differences on the average of corresponding reports of errors or correct responses between the two groups during the first baseline, along the different error probabilities programmed (except during 50% error probability). On the other hand, most non-corresponding reports of error occurred when the programmed error probability was about 50% for the children with history of school failure and about 25% for those without such history. The correspondence training was effective to produce corresponding reports for all participants. The high correspondence level was maintained during the intermittent reinforcement phase as well during the subsequent extinction condition. Error frequency seemed to be a relevant variable for self-report accuracy for all children on this study, independently of the presence or absence of history of school failure and of the increasing levels of task difficulty. The intermittent reinforcement training was effective to maintain corresponding reports of errors and correct responses during subsequent conditions in which no consequences for responding were programmed.
Identificação de sentimentos e desempenho empático em crianças cegas e videntes: um estudo comparativo e multimodal
(Universidade Federal de São Carlos, 2008-02-25) Ferreira, Bárbara Carvalho; Del Prette, Zilda Aparecida Pereira; https://lattes.cnpq.br/8113238388739093; https://lattes.cnpq.br/8526931736038748
Visually impaired children present preoccupying characteristics for the social skills repertoire given their difficulty on identifying feelings and, consequently, the compromising of their empathic social skills. The increase of these children's inclusion in the regular teaching and the positive correlation among a socially competent repertoire and academic success justifies the need to characterize that repertoire as a base for the planning of studies in that area. Considering these issues, this study evaluated the empathic social skills of blind children and their differences or similarities to sighted children, in terms of: (a) Identification of other s feelings, based on contextual and paralinguistic verbal tracks; (b) Relationship between auditory feelings identification and self-evaluation, evaluation by significant ones and observable empathic performance; (c) Observable social performance in the presence of empathy demands; (d) Relationship between the observable empathic performance and the empathic performance rated by the child (self-evaluation) and other significant ones; (e) Comparison between results obtained through different instruments and appraisers. Participants were 16 children with medical diagnosis of blindness and 16 sighted children, age between seven and 10, as well as their parents and teachers. The instruments used in the data collection were: Questionnaire of the Behavioral Indicators of Empathy in Children answered by teachers and parents/responsible; Infantile histories recorded in audio; Interview itinerary on the histories; Structured situation for empathic behavior observation; Protocol for the Empathic Behavior Observation; Social Skills Rating System (SSRS-BR). Data analysis was accomplished through descriptive and inferential statistics and aimed to characterize the two groups considering the empathic skill, feelings identification, self-evaluation and evaluation by other significant ones. Results indicate that there was only significant difference between the feelings identification of the blind children's groups and seers for emotion discrimination of the paralinguistic aspects in speech and the highest scores in happiness and the lowest scores in rage, for both groups. In the data about empathy evaluation, so much for the direct observation (structured situation), as for the methods of the parents' reports, teachers and child himself/herself, there were not found significant differences among the groups, what suggests a consistence in the evaluation of that skill by different informers and instruments. Intra-group comparison of the empathy scores for the blind children group and seers group pointed to no significant difference among the evaluations accomplished by the parents and teachers for each group, in other words, there was a coherence in the perception of the children's empathic skill. Those groups, blind and seers, therefore, presented larger number of similarities than differences in the empathic repertoire and of feelings identification
Construção dos conteúdos para o primeiro ano do ensino fundamental de nove anos a partir da base de conhecimento sobre a língua materna de professoras em exercício e de propostas governamentais
(Universidade Federal de São Carlos, 2008-02-25) Silva, Danitza Dianderas da; Reyes, Cláudia Raimundo; https://lattes.cnpq.br/7424347427670405
This dissertation integrates the Teaching and learning processes in different contexts research line, that investigates the development and appropriation of knowledge in pedagogical processes and in education, specifically to what is related to the performance of the processes of teaching and learning of mother language contents for six years old children, as well as to what is related to the curricular reforms of the educational politics has been establishing on the specific contents of mother language to the new context of the nine years Basic Education, specifically related to the first year. For that, we search to investigate Which contents of mother language should be inserted in the education of first year s children of the nine years Basic Education, from the perception of teachers and the governmental proposals? , having as objective to identify and analyze, in the public politics, since the 80 s, the specifics contents of mother language to be taught to six years old children. And also, by means of a formation course of revision of specific contents of the language, to identify next to the participant teachers, which were the relevant contents to be worked in the first year of the nine years Basic Education. In order to the objectives were accomplished, we have made in a first stage interviews with ten public and particular net teachers from the city of São Carlos SP, that have yet taught six year s old children classes, questioning about the contents that should be taught to them. In a second stage, having the collaborative methodology as focus, we ve shown these data to five teachers, also for the public and particular net teachers of the same city, that started to be part of a discussion group concerning about the contents for the first year, in order to discourse on the same matter, on the governmental proposes and the different aspects of mother language. We can verify in the investigation that these teachers used to teach a bigger number of mother language contents that the official documents considered to be taught. The emphasis of these teachers works was based: in the different literal sorts; in the daily reading performed by them and their pupils; in the production of verbal and/or written texts by each pupil individually and/or in the collective production with all of the room.
Capacitação de mães de bebês pré-termo como agentes de promoção do desenvolvimento, no ambiente hospitalar
(Universidade Federal de São Carlos, 2008-02-25) Joaquim, Regina Helena Vitale Torkomian; Cortegoso, Ana Lúcia; https://lattes.cnpq.br/7719481657895650
This research aimed to produce (enhance) the knowledge on the necessities and possibilities for the qualification of the mother of preterm baby to work as development improver agent during the hospital internment of this babies. The research was conducted through two articulated studies , implemented in a hospital institution, having as participants the mothers (or equivalents) with interned babies and the professionals who worked on the External Nursery, where the babies stay waiting for the medical advice after the Neonatal Intensive Care Unit (NICU). The # 1 Study corresponds to the examination of the process of procedures elaboration for a teaching program to the mothers or baby sitter during the baby stay in the NICU which included the development of skills of the mothers of preterm babies to care them during their stay in the NICU, considering the needs and peculiarities of this situation. The #1 Study also searched the identification of the procedures used by the professionals to prepare the mother in that sense, by mean of interviews and observation (direct and through video taping) of situation of mother and baby interaction and mother and professional interaction; and the proposition of the objective and teaching conditions compatible with such necessities and available resources. From this #1 Study resulted a modular teaching program, with corresponding unit of relevant abilities and, related to that, a set of information, demonstration and training exercises. In the #2 Study, which corresponds to the evaluation of the teaching resources, proposed as conditions for the mother training; from the implemented program units starting point, with a group of mothers of preterm babies, during their stay in the hospital environment after leaving the neonatal intensive care unit, information was gathered that could indicate the efficiency of the program to promote such abilities, at least on the spoken feed back level of the participant mothers. For that, direct observation of the action of the mothers (before, during and after the implementation of the teaching modules which each one was submitted) and interviews (before and after the teaching activities). Such observations indicated a possible impact of the implemented activities due to the revealing changes on the spoken report and even in the manner of the mother in interacting with the baby, and also provided a better understanding on the conditions that favor or not the training of the mother to care their baby, regarding the routine and characteristics of the situation on the transition of the baby from the neonatal intensive care unit to their home.
Razão instrumental e preconceito: reflexões sobre o bullying
(Universidade Federal de São Carlos, 2008-02-25) Antunes, Deborah Christina; Zuin, Antônio Álvaro Soares; https://lattes.cnpq.br/5543562307373287; https://lattes.cnpq.br/1065956470701739
This paperwork Idiscusses Ithe Iconcept Iof Ibullying, Icharacterized Ias Ia Ikind Iof school violence that occurs in students relationship. A theoretical analysis is made in the first part of this paper. Starting at the critical of instrumental reason and the concept I of I prejudice, I both I based I on I the ICritical ITheoryI of I Society, I the I criticalI of formal and descriptive bullying is brought about. An empirical research is presented in the second part, which objective is to analyze the proximity between what is described by bullying and what is considered, here, prejudice in both empirical data collected by individual interviews and also by a discussion group with students from 8º grade of a private fundamental school. It is considered that, although both refer to similar facts and share individual and cultural determinants, they are opposed concepts. The first one collaborates to the maintenance of the status quo, while the second one recognizes on the knowledge the objective of human emancipation.
O conceito de identidade na filosofia e nos atos de linguagem
(Universidade Federal de São Carlos, 2008-02-25) Maia, Rubens Dias; Miotello, Valdemir; https://lattes.cnpq.br/9131819326282708
Dicionário de Análise do Discurso, of Charaudeau and Maingueneau, at the entry Identidade, affirms that the concept of identity is difficult to define. It is central for most human and social sciences, and it is the object of different definitions, some of which very vague. This encouraged the research about the concept and the word identity. The word is erudite, originated in philosophy, but the idea of identity is permanent and is related to other words of everyday use. This thing, this stuff. Since the time before Socrates there are theories about the concept of being and the principle of identity. It is in the use of language, with the demonstrative adjectives and verb forms that the identification of people occurs, the speaker reveals itself in opposition to the listener: identity and alterity. We intend to demonstrate that the concept of identity has always been linked to the concept of being. Everything has identity if it is a being with internal unity, distinct from others, if it has its own coherence, if it presents its truth and its value. The principle of identity has a negative formulation in the principle of noncontradiction, which guarantees the coherence of both language and communication. Language, however, is not always logical. Sometimes, it seems to contradict the principle of non-contradiction. Language needs the resources for identification: the definition, the metalanguage, the metadiscourse of the speaker, when the speaker can remake his own speech, correct himself, and prevent misunderstandings