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Cachaça orgânica: qualidade e influência dos métodos de preparo da matéria-prima
(Universidade Federal de São Carlos, 2012-05-24) Silva, João Henrique do Nascimento e; Margarido, Luiz Antonio Correia; https://lattes.cnpq.br/5685663057214334; https://lattes.cnpq.br/9480055990070200
This work aimed to evaluate the physical-chemical and acceptance of sugarcane spirit produced with juice originated from different preparations of organic sugarcane. It was used the sugarcane variety RB867515 in the following treatments: A = crush of sugarcane with straw and bark, B = crush of sugarcane without straw and with bark, C = crush of sugarcane without straw and bark, and D = crush of sugarcane internodes without straw and bark. The distillate of sugarcane spirit was produced at the Laboratory of Organic Agriculture and Foods in the Center for Agricultural Science (CCA)/Federal University of São Carlos (UFSCar) situated at Araras, São Paulo State, Brazil. The fermentation of juice was developed in four fermentation vessels of stainless steel plates with 1000L capacity (each one fermentation vessels received the juice from treatments) using industrial yeast (8g / L) for each one. Were measured the following physical-chemical properties: total acidity, esters, aldehydes, higher alcohols, methanol, cupper and pH. The distillate were evaluated for color, aroma, flavor, body and overall impression, using sevenpoint hedonic scale ranging from "really liked" to "dislike very much." Data were analyzed using analysis of variance and Tukey's test to verify differences between the means (p ≤ 0.05). The results of acceptance tests and physicalchemical analysis showed that the sugarcane spirit with better acceptance among consumers was that one produced from sugarcane without straw and with bark, and the sugarcane spirit with the lowest acceptance was that one produced from the juice extracted from the internodes.
O planejamento da disciplina de língua inglesa da terceira série do ensino médio e suas relações com a proposta curricular do estado de São Paulo e o currículo de Língua Estrangeira Moderna
(Universidade Federal de São Carlos, 2012-05-24) Massarotto, Fábio Arruda; Barbirato, Rita de Cassia; https://lattes.cnpq.br/6962819573963727; https://lattes.cnpq.br/7343688723603671
In this bibliographic and documental research, our aim is to investigate what kind of relationship may be established between the current Curricular Proposal (CP) of the State of São Paulo, the Modern Foreign Language Curriculum (MFLC) and the English course planning which underlies the Teacher s books (TBs) and Student s books (SBs) designed by São Paulo Department of Education for the third year of high school. The central argument of this study is to understand those documents, since they serve as orientation for teacher practice in São Paulo public schools. We assume that teachers should not be mere implementers, but they need to develop a critical eye toward the theoretical bases that underlie those proposals, as it is possible the occurrence of divergences among them. In order to achieve our aim, we drew a plan divided into three parts. First, we turned to authors who address issues related to concepts of language, learning, literacy, genders and course planning so that we could build the theoretical references that would guide us to answer the first question of this research: How is the underlying planning of the new São Paulo teaching materials (TBs and SBs) for the third year of high school constituted? Then, we described and analyzed the CP, the MFLC and the course planning. We used categories in order to understand the organization of the latter and establish the relationship with the first and second documents: type of course planning, grammar and vocabulary teaching, reading and writing teaching, assessment and view of language learning prioritized in the course planning. We finished the research by trying to answer the second question of this investigation: What kind of relationship may be established among the CP, the MFLC and the course planning embodied in the Teacher s and Student s books? Through the analysis we could discover that there are divergences between the theoretical and methodological aspects idealized in both CP and MFLC and the materialized ones in the course planning, especially when it comes to the teaching of reading, writing, grammar and vocabulary.