305 resultados para Dupla redestilação


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Pós-graduação em Fisiopatologia em Clínica Médica - FMB

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Pós-graduação em Direito - FCHS

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Several alloys have been used for prosthodontics restorations in the last years. These alloys have a number of metals that include gold, palladium, silver, nickel, cobalt, chromium and titanium and they are used in oral cavity undergo several corrosion. Corrosion can lead to poor esthetics, compromise of physical properties, or increased biological irritation. The objective of this study was evaluated corrosion resistance of two alloys Ni-Cr and Ni-Cr-Ti in three types of mouthwashes with different active ingredients: 0.5g/l cetylpyridinium chloride + 0.05% sodium fluoride, 0.05% sodium fluoride + 0.03% triclosan (with fluor) and 0.12% chlorohexidine digluconate. The potentiodynamic curves were performed by means of an EG&G PAR 283 potentiostat/galvanostat. The counter electrode was a platinum wire and reference electrode was an Ag/AgCl, KCl saturated. Before each experiment, working electrodes were mechanically polished with 600 and 1200 grade papers, rinsed with distilled water and dried in air. All experiments were carried out at 37.0oC in conventional three-compartment double wall glass cell containing mouthwashes. The microstructures of two alloys were observed in optical microscopy. Analysis of curves showed that Ni-Cr alloy was less reactive in the presence of 0.12% chlorohexidine digluconate while Ni-Cr-Ti alloy was more sensitive for others two types of mouthwashes (0.5g/l cetylpyridinium chloride + 0.05% sodium fluoride  and 0.05% sodium fluoride + 0.03% triclosan). This occurred probably due presence of titanium in this alloy. Microstructural analysis reveals the presence of dendritic and eutectic microstructures for NiCr and Ni-Cr-Ti, respectively.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Pós-graduação em Matemática Universitária - IGCE

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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Apresentando uma síntese histórico-sociológica do panorama rural brasileiro, da constituição do ensino técnico, e do desenvolvimento do ensino técnico agrícola, este artigo defende que as escolas técnicas agrícolas sofrem uma dupla marginalização, por um lado proveniente de sua natureza profissionalizante e, por outro, dada sua vinculação com o meio rural brasileiro.

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The central focus of this paper is to establish that the Brazilian Education Programa to prepare professionals in Technical-Agricultural Schools is suffering a kind of marginalization which comes from two distinct perspectives: the intention to prepare professionals (being a branch of Technical Education) and the relationship to the countryside (a community space historically seen as peripheral in its relation to urban culture). The paper discusses – from a historical and sociological point of view and using Oral History as methodological approach – the experiences of Math’s teachers in their daily struggles against some conceptions of other teachers (mainly those of technical areas) and against all the “regular” schooling system.

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This work presents a partial analysis of the implementation of a didactic sequence aimed at undergraduate students of quantum chemistry. The sequence develops on some fundamental concepts to understand the behavior of the objects particles and waves in the doubleslit experiment. The analysis is based on the didactic transposition theory, proposed by Yves Chevallard, which allows reflection upon the scientific knowledge reorganized to be used in teaching contexts. Our interest in this study lays on the dynamics of transposition of knowledge-to-be-taught into knowledge-taught, particularly the importance of making concepts more comprehensible. Results showed that the communication of knowledge by the students is presented with interruptions, gaps and colloquial language. The analysis allowed the identification of needs and possibilities of learning, as well as a turn in the teacher practice, through a dynamic process of action and reflection.