Universal or provincial? early reception of brian friel´s philadelphia, here I come!

This article, part of a larger research work that resulted in a Professorship Thesis, presents a survey and evaluation of the early reception of one of Brian Friel’s first plays: Philadelphia, Here I Come! (1964). The article also explores the question of emigration from Ireland in the 1950s and 1960s, considering British legislation on the matter, and comments on the eventual influence such issue, among other factors, may have had on criticism about the performance of the play at the time.

Análise Prosódica de segmentações não-convecionais de palavras em textos do sexto ano do EF

This paper analyzes unconventional segmentation of word found in texts of the sixth grade of Elementary School. Through quantitative and qualitative analysis, we describe the prosodic characteristics that may be motivated the hyper and hippossegmentation of words found in 27,4% of 606 investigated texts. We identified a tendency toward a more text with hippossegmentation than hypersegmentation, characteristic similar to what is reported about children’s text. Taking into account the theoretical framework of Prosodic Phonology, we argue about the relevance of prosodic word and clitic group in the description of the regularities observed in data of unconventional segmentation of word. We note that (i) in cases of hipposegmentation, it predominates the hollow of a clitic followed by a phonological word, (ii) in cases of hypersegmentation, it predominates a segmentation of a prosodic word into a clitic group. We present evidences to be the spelling of clitic elements a challenge to students analyzed. By investigating in the grammatical class that owned the clitics spelled unconventionally, we verified that they are prepositions (“em, de, com”) and pronouns (“me, lhe, lo”), a characteristic that particularize these data in relation to data from students in the early stage of language acquisition.

Particle Physics in the teaching practice of the participants of the School of Physics CERN

A atualização dos currículos escolares e, em especial, a inserção de assuntos de física moderna e contemporânea já foram defendidos com justificativas satisfatórias, tanto por professores em atividade escolar como por pesquisadores da área de ensino de física. Entre os assuntos que deveriam ser discutidos encontramos a Física das Partículas Elementares. O ensino deste tópico é justificado pelo fato dele permitir a discussão: a) de uma nova visão de mundo; b) de uma visão mais adequada da ciência; c) da reinterpretação da Física Clássica; d) da dinâmica da Ciência e seu desenvolvimento; e) da contribuição dos diversos cientistas; f) do papel da experimentação; g) do investimento financeiro e cooperativo de diversos países e pesquisadores. No entanto, para que a inserção de assuntos de física moderna e contemporânea ocorra de maneira eficiente é necessária a atualização dos professores que já estão em docência escolar, bem como uma formação adequada daqueles que estão em processo de formação inicial. Neste sentido, desde 2010 a Sociedade Brasileira de Física realiza anualmente a Escola de Física do CERN, na qual participam professores brasileiros de física de escolas públicas do Ensino Médio. Nesta escola são desenvolvidas aulas sobre física de partículas, sessões experimentais e visitas aos laboratórios do CERN. Perante isso, investigamos como os professores participantes da Escola de Física do CERN abordam a física de partículas em suas aulas após participarem dela.

Gênero e diversidade na escola: reflexões acerca da formação continuada sobre assuntos da diversidade sexual

This article aims to discuss reports brought by the teacher the early years of public school in the training course in Gender and Diversity in School (GDS), with regard to the prejudices of gender and sexual diversity. The GDS training course was offered in 2009 and 2010, by the Open University of Brazil (UAB), in cooperation agreement with the Universidade Estadual Paulista (Unesp). In São Paulo the training centers were distributed in 09 municipalities. The course GDS was inserted in the modality teacher continuing education elementary education from the public schools, in the semipresencial way, and it was divided into five thematic modules: diversity, gender, sexuality and sexual orientation, race / ethnicity. In this article, we present the analysis of the memorials written by / the teacher / participants of the 1st GDE course, polo Jau, in the state of São Paulo, that link the learning which was experienced in the course. Were obtained reports about conflicts arising from the dissonance of personal beliefs and professional responsibilities; involvement of the life’s history of the teacher in his performance in the school (subjectivities); transposition of conceptual errors built out of school, between other aspects. It could be observed that the course has destabilized these teachers with some questions about their certainties. The difficulty in changing and transforming concepts and prejudices about sexual and gender diversity was clarified during the course. The course enabled the educators the contact with contemporary questions, reflect on their attitudes and conceptions of education, which can help to transform their practices in school, providing new perspectives on the issue of sexuality

Anísio Teixeira: apontamentos sobre democratização e qualidade do ensino

Anísio Teixeira: notes on democratization and quality of education. The work of Anísio Teixeira is the support of this study in a discussion of the democratization process in Brazilian education. We raised elements to contrast the idea of access democratization as a trigger to the process of decrease in quality of the public education offered in the country. The discussion initially presented the journey of this renowned Brazilian educator. Subsequently, we presented data on the early 20th century public education, period when he leads important positions in public education. We conclude the study by presenting the “School-park” proposed as he idealized the organization of elementary school.

Formação docente e o ensino da educação física junto às crianças com 6 anos de idade no 1º ano do ensino fundamental: a perspectiva dos professores de educação física

Since there are few physical education teachers working in kindergarten, now, due to the elementary school for nine years - getting children 6 years of age, this seems to be a challenge for teachers. Therefore, interested in mobilizing efforts to understand how your training is on this new context, and how is this entry of students from 6 years old in elementary school. From the perspective of the physical education teacher who is acting in this context. In this sense, the objective of this study was to analyze teacher training and teaching of physical education among children 6 years of age entering the first grade of elementary school from the perspective of physical education teachers who work in this field. This study was guided by the principles of qualitative research, making the collection through semi-structured interview, 11 participated in the investigation of physical education teachers working in the first grade of elementary school. The categories of analysis that have emerged from our study were: 1 Teacher training; 2 The 9-year elementary school for children 6 years of age; 3 Teaching physical education in early childhood education: Reflections on its limits and its possibilities. We can point out that physical education in school is still recognized as unimportant, although the LDB 9394/96 art. 26 § 3, have given your requirement, this is not enough to change the scenario that presents itself. School is still considered by many as a space in which the body is separated from the cognitive. Therefore, for many, the play of children is worthless and physical education is worthless. Teachers interviewed here reveal that has focused efforts on making a better quality of physical education, especially among children 1 year, trying to meet their expectations and need characteristics of the universe of childhood

A participação da família como fator de influência no rendimento escolar de estudantes do ensino fundamental

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Bioanalytical methods for the metalloproteomics study of bovine longissimus thoracis muscle tissue with different grades of meat tenderness in the Nellore breed (Bos indicus)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Role of cyclooxygenase-2 in Trypanosoma cruzi survival in the early stages of parasite host-cell interaction

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Early development of Betta splendens under stereomicroscopy and scanning electron microscopy

Betta splendens is a very important ornamental species. The current paper describes the embryonic and larval development of B. splendens under stereomicroscopy and scanning electron microscopy. Eggs and larvae from natural spawning were collected at different developmental stages at previously established intervals and analysed. The eggs of B. splendens are yellowish, clear, spherical, demersal, translucent and telolecithal with a large amount of yolk. Between 0-2 h post-initial collection (hpIC), the eggs were at the egg cell, first cleavage and morula stages. The blastula stage was identified at 2-3 hpIC and the early gastrula phase was observed at 3-4 hpIC with 20% epiboly, which was finalized after 13-18 hpIC. When the pre-larvae were ready to hatch, the appearance of somites and the free tail were observed, at 23-25 hpIC. At 29 hpIC, the majority of larvae had already hatched at an average temperature of 28.4 +/- 0.2 degrees C. The newly hatched larvae measured 2.47 +/- 0.044 mm total length. The mouth opened at 23 h post-hatching (hPH) and the yolk sac was totally absorbed at 73 hPH. After 156 hPH, the heart was pumping blood throughout the entire larval body. The caudal fin, operculum and eyes were well developed at 264 hPH. When metamorphosis was complete at 768 hPH, the larvae became juveniles. The current study presents the first results about early development of B. splendens and provides relevant information for its reproduction, rearing and biology.

Early loading of 6-mm-short implants with a moderately rough surface supporting single crowns: a prospective 5-year cohort study

AimTo evaluate prospectively the clinical and radiographic outcomes after 5years of early loading of 6-mm implants with a moderately rough (SLActive((R))) surface supporting single crowns in the posterior regions.Material and methodsThirty-five consecutive patients received 40 SLActive((R)) (Straumann) 6-mm implants with a diameter of 4.1mm (n=19) or 4.8mm (n=21). Insertion torque and resonance frequency analysis (RFA) were measured at implant installation. RFA was also measured at abutment connection. SynOcta abutments were tightened with 35Ncm after 6weeks of healing, and single porcelain fuse to metal crowns was cemented within 1week. Implant survival rate and marginal bone loss were evaluated at various time intervals until 5years after loading. The clinical crown/implant ratio was calculated as well.ResultsTwo of 40 implants were lost before loading (incorporation rate 95%), and no further implant loss or technical complications were encountered during the 5-year follow-up period. A mean marginal bone loss of 0.70.6mm was found after 5years of function. The clinical crown/implant ratio increased with time from 1.6 at the delivery of the prosthesis to 2 after 5years of loading.ConclusionSix millimeter implants with a SLActive((R)) moderately rough surface supporting single crowns in the posterior region and loaded after 6-7weeks maintained full function for at least 5year with low marginal bone resorption.

Early growth of common bean cropped over ruzigrass residues

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Early treatment of an intruded primary tooth: a case report

The report is about a case of total intrusion of a deciduous central incisor involving a male patient of 14 months of age. Repositioning of the intruded tooth was performed 20 minutes after the trauma, followed by placement with sutures. Clinical and radiographic monitoring performed after 1, 2, 4, 9, and 13 months showed normal characteristics. We emphasize the development of preventive programs promoting parental awareness of the importance of looking for prompt care, resulting in a better prognosis.

Early correction of malocclusion using planas direct tracks

The correction of functional posterior crossbite through Planas Direct Tracks has many characteristics that can become advantages. The aim of this study was to present a clinical case showing how to use this procedure for early correction with resources available through public health services. The patient, a 4-year-old girl, arrived to receive treatment due to a functional unilateral crossbite. When the mandible was moved to the centric position, it was observed that the teeth had occlusal trauma. An occlusal adjustment was performed. The adjustment was not sufficient to promote functional equilibrium; thus, Planas Direct Tracks were made, resulting in functional equilibrium and correction of the malocclusion. As shown in the case report, the Planas Direct Tracks were effective for the correction of the posterior crossbite. If malocclusion is considered a public health problem, implementation of low-cost and easy-to-execute techniques is needed.

O Estágio Supervisionado e sua Contribuição para a Formação Inicial do Professor

Pós-graduação em Educação - FCT