A galaxy model from Two Micron All Sky Survey star counts in the whole sky, including the plane

We use the star count model of Ortiz & Lépine to perform an unprecedented exploration of the most important Galactic parameters comparing the predicted counts with the Two Micron All Sky Survey observed star counts in the J, H, and KS bands for a grid of positions covering the whole sky. The comparison is made using a grid of lines of sight given by the HEALPix pixelization scheme. The resulting best-fit values for the parameters are: 2120 ± 200 pc for the radial scale length and 205 ± 40 pc for the scale height of the thin disk, with a central hole of 2070$_{-800}^{+2000}$ pc for the same disk, 3050 ± 500 pc for the radial scale length and 640 ± 70 pc for the scale height of the thick disk, 400 ± 100 pc for the central dimension of the spheroid, 0.0082 ± 0.0030 for the spheroid to disk density ratio, and 0.57 ± 0.05 for the oblate spheroid parameter.

A galaxy model from Two Micron All Sky Survey star counts in the whole sky, including the plane

We use the star count model of Ortiz & L´epine to perform an unprecedented exploration of the most important Galactic parameters comparing the predicted counts with the Two Micron All Sky Survey observed star counts in the J, H, and KS bands for a grid of positions covering the whole sky. The comparison is made using a grid of lines of sight given by the HEALPix pixelization scheme. The resulting best-fit values for the parameters are: 2120 ± 200 pc for the radial scale length and 205 ± 40 pc for the scale height of the thin disk, with a central hole of 2070+2000 −800 pc for the same disk, 3050 ± 500 pc for the radial scale length and 640 ± 70 pc for the scale height of the thick disk, 400 ± 100 pc for the central dimension of the spheroid, 0.0082 ± 0.0030 for the spheroid to disk density ratio, and 0.57 ± 0.05 for the oblate spheroid parameter.

Approach to Food and Nutrition issues in Teaching Materials in Elementary School: interface with food and nutritional security and national curriculum parameters

Food and Nutrition Security (FNS) must be ensured to everybody. The school environment is favorable to the formation of healthy habits and citizenship. The National Curriculum Parameters (PCNs) guide the promotion of health concepts in a transversal way in the school curriculum. This study aimed to identify and analyze the approach used for food and nutrition themes in Fundamental Education's teaching material and its interface with the concept of FNS and the PCNs. Documental research was conducted on the teaching material from 5th to 8th grades of Fundamental Education in Public School of the state of Sao Paulo. The diffuse presence of food and nutrition themes was found in most disciplines in all bimesters in the four series, which shows the interdisciplinarity in health. It was found that the PCNs are related to the concept of SAN in its various aspects and that most subjects include topics that approach this relationship. In the correlation between themes, there is emphasis to health promotion and food production. The methodology used in the teaching material presents the theme, but not the correspondent content, what made the analysis of its suitability impossible. We conclude that there is the approach of the issues related to food and nutrition in the teaching material, some of them in an inconsistent way; it is the educators' task to select the contents and the appropriate strategy, doing an effort of constant update. This isbeing proposed by the State, however it is not accessible to all professionals and therefore still depends on the initiative of each teacher.

Newtonian acceleration scales in spiral galaxies

We revisit the issue of the constancy of the dark matter (DM) and baryonic Newtonian acceleration scales within the DM scale radius by considering a large sample of late-type galaxies. We rely on a Markov Chain Monte Carlo method to estimate the parameters of the halo model and the stellar mass-to-light ratio and then propagate the uncertainties from the rotation curve data to the estimate of the acceleration scales. This procedure allows us to compile a catalogue of 58 objects with estimated values of the B-band absolute magnitude M-B, the virial mass M-vir, and the DM and baryonic Newtonian accelerations (denoted as g(DM)(r(0)) and g(bar)(r(0)), respectively) within the scale radius r(0) which we use to investigate whether it is possible to define a universal acceleration scale. We find a weak but statistically meaningful correlation with M-vir thus making us argue against the universality of the acceleration scales. However, the results somewhat depend on the sample adopted so that a careful analysis of selection effects should be carried out before any definitive conclusion can be drawn.

Cochlear implanted children present vocal parameters within normal standards

Objective: to compare acoustic and perceptual parameters regarding the voice of cochlear implanted children, with normal hearing children. Method: this is a cross-sectional, quantitative and qualitative study. Methods: Thirty six cochlear implanted children aged between 3y and 3 m to 5y and 9 m and 25 children with normal hearing, aged between 3y and 11 m and 6y and 6 m, participated in this study. The recordings and the acoustics analysis of the sustained vowel/a/and spontaneous speech were performed using the PRAAT program. The parameters analyzed for the sustained vowel were the mean of the fundamental frequency, jitter, shimmer and harmonic-to-noise ratio (HNR). For the spontaneous speech, the minimum and maximum frequencies and the number of semitones were extracted. The perceptual analysis of the speech material was analyzed using visual-analogical scales of 100 points, composing the aspects related to the overall severity of the vocal deviation, roughness, breathiness, strain, pitch, loudness and resonance deviation, and instability. This last parameter was only analyzed for the sustained vowel. Results: The results demonstrated that the majority of the vocal parameters analyzed in the samples of the implanted children disclosed values similar to those obtained by the group of children with normal hearing. Conclusion: implanted children who participate in a (re) habilitation and follow-up program, can present vocal characteristics similar to those vocal characteristics of children with normal hearing. (C) 2012 Elsevier Ireland Ltd. All rights reserved.

Abordagem dos temas alimentação e nutrição no material didático do ensino fundamental: interface com segurança alimentar e nutricional e parâmetros curriculares nacionais

A Segurança Alimentar e Nutricional (SAN) deve ser assegurada a todos. A escola é ambiente propício à formação de hábitos saudáveis e à construção de cidadania. Os Parâmetros Curriculares Nacionais (PCNs) orientam a promoção de concepções de saúde de modo transversal no currículo escolar. Este estudo teve como objetivo identificar e analisar a abordagem dos temas alimentação e nutrição no material didático do ensino fundamental e sua interface com o conceito de SAN e com os PCNs. Foi realizada pesquisa documental mediante o material didático de 5ª a 8ª séries do ensino fundamental da rede pública do Estado de São Paulo. A presença difusa do tema alimentação e nutrição na maioria das disciplinas, por todos os bimestres, nas quatro séries, traz à tona a interdisciplinaridade em saúde. Verificou-se que os PCNs estão relacionados ao conceito de SAN nos seus diversos aspectos e que a maioria das disciplinas contém temas que abordam esta relação. Na interface entre os temas, destaca-se a promoção da saúde e a produção dos alimentos. A metodologia utilizada no material didático apresenta o tema, mas não o conteúdo correlato, o que impossibilitou a análise de sua adequação. Conclui-se que existe a abordagem dos temas relacionados à alimentação e nutrição no material didático, alguns de forma inconsistente, e cabe aos educadores a seleção do conteúdo e da estratégia adequada, além de sua constante atualização, o que está sendo proposto pelo Estado, mas não está ao alcance de todos os profissionais e, portanto, ainda depende da iniciativa de cada docente.