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Obtenção e caracterização de cimentos sulfobelíticos sintetizados a partir do resíduo de bauxita
(Universidade Federal de São Carlos, 2013-03-18) Fortes, Gustavo Mattos; Rodrigues, José de Anchieta; https://lattes.cnpq.br/4000441989868775; https://lattes.cnpq.br/7377968371938316
The modern society has an elevated and increasingly pattern of consumption, demanding a high industrial productivity and generating enormous residue volumes, resulting in a conduct that is becoming each time more unsustainable. The bauxite residue (BR), also known as red mud, is the residue of biggest generation by the aluminum industry, being stocked in large impermeable deposits, being this way the passive of the highest management cost for this industrial sector. Only in Brazil the minimum estimative of BR generation is of 10.7 million tons/year. Nevertheless, the BR, although alkaline, is composed by fine particles rich in iron, aluminum and silicon oxides, consisting therefore in a raw material of possible interests for many applications in traditional ceramics, mainly in civil construction. In this alternative, the use of BR, as a raw material, in the development of new sulfobelite cements for civil construction shows itself very attractive. These cements are characterized by the calcium sulfoaluminate phase (C4A3S), higher contents of belite (β-C2S) and calcium ferrialuminate (C4AF), as well as the absence of alite (C3S). Due to this composition these cements have been showing economic-environmental, and possibly even technical, advantages over Portland cement. From their benefits, highlights a reduction of 30% to 62% on equivalent CO2 emissions, as for less limestone used, as well as, lower burning temperature, bringing also energy reduction in the process. The sulfobelite clinker was synthesized using the raw materials: limestone, commercial gypsum, BR and São Simão clay. Using expressive BR content, up to 11.2wt%; understanding the influence of Al2O3/Fe2O3 (A/F) ratio; and gypsum additions; for the synthesis of sulfobelite cements it was possible to develop satisfactory formulations. These sulfobelite cement formulations presented apparent porosity and mechanical strength equivalent to commercial Portland cement (CPII-Z32 and CPV-ARI), else than the formation of hydration products similar to a commercial calcium sulfoaluminato cement.
As locuções conjuntivas dado que, desde que e uma vez que no PB: condicionalidade-causalidade
(Universidade Federal de São Carlos, 2013-03-18) Cavaguti, Ana Paula; Hirata-Vale, Flávia Bezerra de Menezes; https://lattes.cnpq.br/2797556968074056; https://lattes.cnpq.br/3283246757715190
In this research, we propose the synchronic study of adverbial clauses initiated by conjunctions dado que, desde que and uma vez que in written Brazilian Portuguese. Considering that these conjunctions may express causality and conditionality, the distinction between the interpretation of causal clauses and conditional clauses is not only a result of syntactic features but also of semantic and pragmatic ones. The analysis is based on the Functionalist Theory, in the terms of Dik (1989), Hengeveld (1998), Hengeveld and Mackenzie (2008), Sweetser (1990), among others, and this study provides, through a detailed description of these conjuctions at the discourse level, characteristics of dado que, desde que and uma vez que in their effective use. The corpus of this research is composed by written texts, which were collected at the Corpus do Português, available at: http://www.corpusdoportugues.org. The features considered in this analysis were: (i) the order of the causal and the conditional clauses in relation to the main clause, (ii) the verbal tenses correlations, (iii) the semantic parameters (type of entity; factuality; presupposition and time dependence) proposed by Hengeveld (1998), (iv) levels and layers of analysis, according to Hengeveld and Mackenzie (2008), and (v) domains of use of Sweetser (1990). This research aims at showing how a natural language user 'acts', so that his/her verbal interaction is successful in face of his/her communicative intentions. This study also provides linguistic subsidies for the automatic treatment of language.
Vulnerabilidade e resiliência: fatores de risco e proteção em escolares com necessidades educativas especiais
(Universidade Federal de São Carlos, 2013-03-18) Murata, Marília Pinto Ferreira; Pedrazzani, Elisete Silva; https://lattes.cnpq.br/6232514920173182
Resilience has emerged as an important factor in overcoming adversity and reducing the negative effects of unfavorable circumstances, and it was considered a dynamic and contextbound, with emphasis on safety nets and adversities mechanisms that interfere in the development of people. This study has a cross-sectional, and correlational studies, using data collected by census survey or parameterized research. It was identify the relationship between risk, protective and resilience factors among children 06-14 years old with disabilities and/or special educational needs, registered in the first to fifth year of the Public elementary school in the Pontal do Paraná town in the Paraná State, and also attended in the resources rooms and special classes. Also participated in this study, children s parents or guardians (60), and teachers (42). Were listed as main points to be investigated resources and adversities related to: a) personal characteristics (behavior, self-concept and resilience factors) b) family environment (organization and family relationships, socioeconomic status, life events); c) school context (behavior and peer relations, school events stressors and academic performance). For data collection were the following instruments with participants: a) with parents (Characterization Questionnaire for Responsible; Critério de Classificação Econômica Brazil; Strengths and Difficulties Questionnaire - Parent Version; Adverse Events Scale and Scale Quality in family interaction) b) with the child (Resilience Scale, Self- Concept Scale and the Children and Youth Inventory of School Hassles) c) with teachers (Characterization Questionnaire for Teachers, which includes characterization of students and their performance academic, Strengths and Difficulties Questionnaire - Teacher Version). The results Showed average in the family income of up to three minimum wages, financial instability and high adversity and about half of the families were classified as risk factor and 40% of them as a protective factor. Regarding personal factors among children, high prevalence of behavioral/mental health, both in the evaluation of parents as teachers, levels of self classified as low or high in about 30% of children; indices of factors resilience average level for most of them. In the school environment was observed high rate of adverse school. In the according to teacher assessment, three-quarters of students participating, showed low academic performance, with a high percentage of learning disabilities and high repetition rate. It was found a significant correlation between levels of resilience and variables related to behavioral problems/mental health, adverse events, family quality interaction and social self-concept. The results indicate a high rate of children at risk in several areas studied and possible protective factors related to resilience, pointing out the importance of this construct gets to work with children with special educational needs, assisting in the reflection and propose actions aimed to minimize the effects of these problems and maximize the aspects of protection for this population.
Formação de classes de estímulos equivalentes auditivos e táteis por crianças com deficiência visual
(Universidade Federal de São Carlos, 2013-03-18) Canosa, Alessandra Corne; Gil, Maria Stella Coutinho de Alcântara; https://lattes.cnpq.br/1673770301699940
The study of the model of stimulus equivalence has contributed to understanding the emergence of new behaviors, as well as widely used as a model for the study of symbolic behavior. The research has privileged the use of auditory and visual stimuli on the study of learning for a population of participants with intellectual disabilities or deafness, with scarce records of studies conducted with participants with visual impairments. This experimental study investigated the formation of equivalence classes using auditory and tactile stimulus. Participated three 5 years old children with vision impairments and typical development. The stimuli used were three different animals, presented in two ways. Tactile stimuli were plush animals with sizes proportional to each other (B) and raised drawing (D), and the auditory were the dictated animals names (A) and the replica of the sounds produced by animals (C). For the test of generalization were used plush animals of the same size (E) and plastic animals toys (F). The participants were exposed to a matching-to-sample procedure to teach relations between the dictated animals names and the plush animal (AB), dictated animals names and the sound produced by the animal (AC) and dictated animals names and raised drawing (AD), to produce the learning of arbitrary conditional relations between stimuli. In this study, the three comparison stimuli were presented since the beginning of the teaching‟s stages. After teaching, we tested the emergence of CB/BC and DB/BD relations, not directly taught, aiming at verifying the formation of classes equivalent stimulus of three (ABC) and four stimulus (ABCD). The results indicated that all participants showed high performance in tests and demonstrated the formation of equivalence classes when used auditory and tactile stimuli. The generalization tests indicated repertoires learned extended to other stimuli. This study can contribute to the development of appropriate teaching procedures for children with visual impairment, as well as to the adequacy of existing methods and resources.
Estudo da aplicação de filmes automontados de PAH/PEDOT: PSS em membranas de Nafion®
(Universidade Federal de São Carlos, 2013-03-18) Almeida, Tiago Pedroso de; Riul Júnior, Antonio; https://lattes.cnpq.br/0751163307734256; https://lattes.cnpq.br/7182255791508200
The present work aimed the fabrication of layer-by-layer nanostructured films of poly (allylaminehydrochloride) (PAH) and poly(3,4-ethylenedioxythiophene) poly(styrenesulfonate) (PEDOT:PSS) onto Nafion® 212 membranes. Nafion® is the most used polyelectrolyte in proton exchange membranes (PEM) fuel cells due to its high proton conduction and good chemical stability at ambient temperature. Therefore, this polyelectrolyte presents some disadvantages due to the high methanol permeability when applied in Direct Methanol Fuel Cells (DMFC), reducing drastically the performance of the device. We studied how ultrathin films of PAH/PEDOT:PSS influence the methanol permeability and proton conduction in the LbL modified membranes. Results indicated good adherence of the LbL films onto Nafion® 212 and also good action as a methanol barrier. Nonetheless, together with the methanol blocking there was also a reduction in the proton conductivity, which occurs due to the LbL dipping deposition on both sides of Nafion® 212, trapping water inside the Nafion membrane, and certainly affecting the proton conduction. Moreover, the LbL film deposition might use some important chemical groups present at the Nafion® surface, used to water permeation, also affecting the proton permeation throughout the membrane.
Desenvolvimento de compósitos de matriz epóxi reforçada com fibras de vidro e nanopartículas de borracha para aplicação na área de blindagem
(Universidade Federal de São Carlos, 2013-03-18) Garcia, André Zanchetta; Paiva, Jane Maria Faulstich de; https://lattes.cnpq.br/7926832511513537; Botaro, Vagner Roberto; http://lattes.cnpq.br/2907189124654066
The use of shields in real estates (buildings and houses) in Brazil and in the World, the manufacture of armored doors, shields and walls is increasing and becoming a very promising market worldwide. Nowadays, in this shield area, the use of steel as raw material in the construction of panels for levels of protection called IIA is predominant. An alternative for this material is the development of composite materials of polymer matrix reinforced with fibers. In this context, the work involves the development of panels in composite of epoxy matrixes reinforced with fiberglass and elastomeric nanoparticles. The objective of this research was comparing the performance of composite panels with and without use of the particles. The method used for molding the composite panels was the lamination of sheets with six and ten HPG (High Performance Glass) layers of fiberglass by hot pressing process, using epoxy resin (DGEBA) with nanoparticles of rubber (butadiene) in addition as a matrix. To evaluate the performance of the molded composites, mechanical tests were realized, including Tensile Strength, Flexure Strength, Interlaminar Shear Strength, Izod Impact Strength, and Ballistic Impact tests (with 40 hand gun). Beyond that, other tests were also performed: physical-chemical, rate fiber/resin, void content and mass per unit area (weight). Besides that, some DMTA (Dynamic Mechanical Thermal Analyzer) were also performed in samples of resin (matrix) and laminates. Within the laminates molded and analyzed, it can be highlighted that the laminates containing elastomeric particles in the epoxy matrix, promoted the decreasing of density about 14% and increasing of the ballistic impact strength of the laminate.
Programa universal de habilidades sociais aplicado pelo professor: impacto sobre comportamentos sociais e acadêmicos
(Universidade Federal de São Carlos, 2013-03-18) Lopes, Daniele Carolina; Del Prette, Zilda Aparecida Pereira; https://lattes.cnpq.br/8113238388739093; https://lattes.cnpq.br/7453800338008511
School has an important socialization role and social skills contribute to the socio-emotional and academic development and also behavior problems reduction. To maximize this contribution, universal social skills programs should be tested and disseminated in schools, with effective participation of teachers, main mediators of interpersonal relationships in this environment. For this, it is necessary to investigate a set of practicable procedures, techniques, and resources in the classroom, attractive for both teachers and students. This study examined aspects of a universal program effectiveness, conducted by the teacher, using the audiovisual resources RMHSC-Del-Prette, which has already proved its effectiveness in selective programs conducted by a psychologist. The practicability and effectiveness of the program were evaluated in terms of: (a) impact on social skills, academic competence and behavior problems of all students from two classes, (b) impact on the repertoire of three children from each class with low academic performance, also evaluated on an ongoing basis, (c) integrity of the intervention applied by teachers. Two teachers and their students participated in three classes of fourth grade in a private school. The students evaluation was different for each class, in Class 1 only students with low academic performance (n = 3) were evaluated and in Class 2 (n = 13) and Class 3 (n = 14), all the students were evaluated. All children were assessed before and after the intervention, through the Social Skills Rating System (SSRS-BR) in its three versions. Before the intervention, the teachers were given a brief training course. The intervention program consisted of 11 sessions of 60 minutes each focusing on differents social skills and sequenced in complexity, which were previously evaluated by teachers. The results of SSRS-BR showed an improvement in Responsibility/Cooperation and Academic Competence in the overall assessment of students from two classes according to teachers evaluation; in Kindness and Self-Control and a decrease in Internalizing Behaviors (Class 2) according to parents evaluation. In relation to children with low academic performance, teachers evaluated that most children improved Responsibility / Cooperation and Academic Competence; the parents evaluated that children improved Global social skills Score, Cooperation and also decreased at least a score of Problematic behaviors; in self-assessment the children improved Self-Control. Data from continuous assessment of students with low academic performance indicated that most improved the quality of social skills after the intervention program. The intervention was implemented with integrity of 80% for Teacher 1 (Classes 1 and 3) and 75% for Teacher 2 (Class 2). In summary, the data indicated that the universal social skill program using the RMHSC-Del-Prette produced substantial changes, especially in cooperative behaviors in academic performance and behavior problems (parental assessment) when it was applied by the teacher, including children with low academic performance. It was found that, in implementing this program, the integrity equal to or above 75% was able to produce changes in children's behavior, however, the importance of teacher training and the importance of research about characteristics of the agent's intervention during the implementation of a program is discussed.