Inclusão digital no ensino de iluminação natural

The teaching/learning activities of the daylighting built environment require from the Architecture and Urbanism undergraduate student the ability to abstract the effects of daylight distributed in three-dimensional space that is being designed. Several tools and techniques can be used to facilitate the understanding of the involved phenomena, among which the computational simulation. This paper reports the digital inclusion of the daylighting teaching in the Architecture and Urbanism undergraduate course at the School of Architecture, Arts and Social Communication of Bauru (FAAC) of UNESP – Sao Paulo State University, that began in 2010. The inclusion process involved free software use, specifically the programs DIALux and SketchUp+Radiance, both with graphical output for the illuminated scenes visualization and for result analysis. The graphic model is converted from SketchUp to Radiance by a plugin and a user-friendly interface for Windows was developed to simulate the lighting. The process of digital inclusion is consolidated, with wide acceptance by students, for which computational simulation facilitates understanding of relation between daylight and built environment and helps the design process of elements for daylighting control.

Inclusão e cidadania digital no Brasil: a (des) articulação das políticas públicas

The incipient but quickly expansion action on the Information and Communications Technologies (ICT) in Africa it is now just having different impact on these societies. One of these relates bear on how users are identified with these tools. Just like that we find individuals identify as bloggers, twitter followers or cyber activist. This contribution analyzes the Senegal’s fact where a successful use of social nets and web 2.0 tools experience (at least in repercussion) as social and political involvement while presidential elections in 2012 is tied to come back an identity: Cyber activist. Senegalese circumstance shows us how this identity has a personal and assertiveness dimension as well collective aspects of belonging to a community. One as much as the other, show us personal traits in contrast to previous beliefs, basically because it fuse and confuse virtual and reality. Due to dynamics from expanding technology, this identity is youthful and urban, but not only. This situation creates new dynamics at least in this affected group. For this reason, besides knowing emergence and evolution of this fact, it raises some of the involvement in social and political involvement from groups traditionally “invisible”. Beyond the new social behavior there are new changes in the rules of the game in order to start new social revolution.

A inclusão da natação na vida da pessoa com deficiência: uma análise a partir da teoria ecológica do desenvolvimento

The objective of thisstudy was to verify, using the Ecological Development Theory (EDT), as the practice and swimming learning for People With Disabilities (PWD) causes changes to both the practitioner and in other environments experienced by it as well as the other environments influence the learning to swim. The study included 16 PWD, students linked university extension project, Department of Physical Education of UNESP Bauru, taught by coordinators LAPEF, which aims to includes wimming in the PWD ofevery day life, students linked to an institution of Bauru-SP, three employees of the institution and two swimming project teachers.Interviews with the families of the students were made, with the institution s employees, with the project teachers and analyze thes wimming lessons applied in the project for one semester. Based on the results we can say that the practice and learnings wimming for PWD causes changes to both the practitioner and for other environments experienced by her (home, institution) and also, what other environments experienced by PWD influence in practice and process of learning to swim. Using the terminology of EDT, we conclude that theme so system (home activities institution) influences in the microsystem (swimming lessons) and the microsystem influences the mesosystem, so the activity was significant and temporal persistence influencing the development of PCD.

Inclusão digital e cidadania via televisão digital no Brasil.

The objective of this paper is to discuss issues related to digital inclusion and citizenship in Brazil, through the approach of public policies gestated by the State in an attempt to insert Brazil in the Information Society via Digital Television through two projects: Brazilian Digital TV System (SBTVD) and the Brazilian National Internet Broadband Plan (PNBL), also called “Brazil Connected”. The methodology used was exploratory, with the procedures of bibliographic and documentary research, with the goal of pointing out how actions have been articulating and gestated by the Brazilian government.

Cursos de licenciatura na área de ciências: a temática inclusão escolar de alunos com necessidades educacionais especiais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A inclusão de estudantes com deficiência intelectual na educação básica primária da Colômbia: políticas públicas e práticas pedagógicas / Diego Fernando Rosero Ruiz

Pós-graduação em Educação - FFC

Envelhecimento e novas tecnologias: a inclusão digital e tecnológica na preparação para a aposentadoria e sua influência na qualidade de vida

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Representações sociais de professores sobre inclusão e o projeto político pedagógico: a escola em movimento

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

Processos de inclusão e exclusão escolar: um estudo em uma escola pública do ensino fundamental I utilizando o “Index para Inclusão”

Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem - FC

Estudo das interações de complexos de inclusão flavonoide/ciclodextrina com modelos de membrana biológica por simulações de dinâmica molecular

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Reflexões de professores iniciantes e experientes sobre a iniciação à docência e inclusão escolar

Pós-graduação em Educação - FCT

Do improviso às possibilidades de ensino: estudo de caso de uma professora de matemática no contexto da inclusão de estudantes cegos

Pós-graduação em Educação Matemática - IGCE

Inclusão de cana-de-açúcar triturada em biodigestores abastecidos com dejetos de bovinos de corte confinado

The objective of this study was toevaluatethe effect of the co-digestion of triturated sugarcane with beef cattlerfeddlotmanure in continuous digestorsin the amount and quality of biogas and biofertilizer. To do so, the work was divided in three steps. The first and the second part lasted30 days each and evaluated the effect of the additionof 7% of triturated sugarcane in agreement with the followingtreatments:treatment, the digestors were supplied with a mixture of 0,250 kg of manure and 1,750 kg of water ;treatment 2, the digestors were supplied with a mixture of 0,250 kg of manure, 1,610 kg of water, and 0,140 kg of triturated sugarcane. To The third period lasted 30 days and evaluated the effect of adding 3.5% of sugarcane crushed. The data analyses was performed with randomized designusing SAS®program with level of significance of 5%. The digesters with sugarcane produced in the first period respectively 0.79, 0.0127, and 0.102 m3of total production, of biogas production per kilogram of substrate, and of total production per kilogram of manure versus 0.5, 0.0081, and 0.065 m3from the control treatment, respectively..In the thirdperiod,each variable had a total production of 0.76, 0.123, and 0.98 m3and the control treatment yielded 0.51, 0.065, and 0.0082 m3.In the second period,the total production per kilogram of solidand of volatile solids added were higher in the digesters without sugarcane (0.0093 and 0.438 m3) when compared to the digesters that had additionof 7% of cane(0.271 and 0.336 m3).

Co-digestão anaeróbia de dejetos de suínos, níveis de inclusão de óleo de descarte e microrganismos lipolíticos redução do impacto ambiental

The objective of this work for evaluating the potential of biogas and methane productions and still and reductions in levels of total solids (TS), volatile solids (VS) and neutral detergent fiber (NDF) of the co-digestion anaerobic digestion in digesters fed with swine manure plus disposal of oil and lyophilized microorganisms. For assay development substrates were prepared containing 4% TS, consisting of swine manure, disposal oil (the proportions 8, 10 and 12% oil content in relation to the substrate TS), lyophilized microorganisms (Biol-2000 ® - concentrations of 10 g/m3 and 15 g/m3 ), water for dilution of this waste and inoculum for batch digesters supply. There was no significant difference with respect to reductions in TS, VS and NDF constituents, providing very significant reductions in average 54.14; 62.79 and 49.16% respectively. Regarding the potential of biogas production, the highest yields occurred in digesters supplied with 10% oil and 15 g/m3 of Biol®, being 0.43 and 0.54 L of biogas per kg of TS and VS added, respectively, similar results were found when assessed the potential for methane production, with higher values (0.22 and 0.27 L of methane per kg of TS added and VS, respectively) obitidos the same treatment. The inclusion of 15 g/m3 in Biol® substrate composition containing swine manure and 10% of oil improves the yields of biogas and methane.

Inclusão escolar na percepção de professores do município de Dois Córregos, São Paulo

This paper aims to make a survey about the inclusion of children in need of special care in all schools and day nurseries (publics and privates) in ?Dois Córregos? city, in São Paulo. We interviewed 144 teachers and 14 school principals in 14 educational establishments ? 5 private schools, 5 state-owned schools, 2 municipal schools, 1 municipal nursery and 1 philanthropic nursery. The research aimed to investigate possible prejudices against the children in need of special care; verify if the schools have adequate infrastructure to receive the students in need of special care; and verify if the professionals who work in the schools are receiving (or received) specific training to work on this inclusion process. The results indicated that teachers who don?t work with children in need of special care are very insecure in receiving them. It?s evident that there are a lot of doubts and uncertainties about the inclusion system. In general, schools don?t have adequate infrastructure and most of the time the included students are those who have internal deficits, which are not evident.