Yang-Mills action from open superstring field theory

We calculate the effective action for nonabelian gauge bosons up to quartic order using WZW-like open superstring field theory. After including level zero and level one contributions, we obtain with 75% accuracy the Yang-Mills quartic term. We then prove that the complete effective action reproduces the exact Yang-Mills quartic term by analytically performing a summation over the intermediate massive states. © SISSA/ISAS 2003.

A compreensão de matemática em um ambiente online de formação de professores

Pós-graduação em Educação para a Ciência - FC

Mediação em fóruns educacionais de curso online de língua estrangeira (espanhol)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

As diretrizes curriculares: o verso e o anverso da formação profissional em Serviço Social

Pós-graduação em Serviço Social - FCHS

Educação matemática online: a elaboração de projetos de modelagem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Transformações expansivas em um curso de educação matemática a distância online

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A natureza da aprendizagem matemática em um ambiente online de formação continuada de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A Construção de identidades online por meio do Role Playing Game: relações com o ensino e aprendizagem de matemática em curso à distância

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Planejamento de cursos online para professores de alemão: parâmetros em mapa conceitual

Distance-learning language courses are gaining ground because they meet contemporary social demands and expand opportunities for access to new knowledge. They also favor interaction among people with similar goals but who live in places where no live learning arrangements are available. Taking Valente (2002), Garrison and Anderson (2000), and other authors for theoretical bases, this paper reflects on the criteria and aspects to be considered when one plans and ministers online teacher training courses. The data were taken from a distance-based university extension course offered on the Moodle learning platform by a university in the State of São Paulo, Brazil. The objective was to encourage German language teachers to further develop their own language skills, reflect on aspects of inter-culturality in teaching the target language, and provide experience with current technological resources. This paper describes the elements that proved to be relevant in the creation and planning of the course, based on authors who deal with characteristics of computer-mediated teaching. The importance of this study is related to the fact that little information is available on the planning of courses in online formats.

Atendimento Educacional Especializado: análise do índice de evasão de professores em curso de pós-graduação, na modalidade a distância

This research aims to investigate the possible causes for the dropout of participants under instruction in distance courses. Data gathered from the Specialization Course in Specialized Educational Support Services - SES, sponsored by the Department for Continuing Education, Literacy and Diversity of the Ministry of Education - SECAD / MEC - and the Open University of Brazil – OUB, will be analyzed. The objective of the course is to graduate teachers who work in classrooms equipped with multifunctional resources in regular schools to give specialized educational support for students with special educational needs marked by disabilities, global development disorders and high abilities/highly gifted students. In order to analyze dropout data in the first semester of the ongoing course, a sample of 1349 participants enrolled in the distance course was considered; 216 of these had their enrollment cancelled on request or because they stopped accessing the Virtual Learning Environment - VLE / Teleduc Platform showing no interest in the course. However, the information below aims to present and discuss only the tabulated data of the 98 participants who requested to have their enrollment officially cancelled by submitting the online dropout term. The findings showed the main reasons for dropping out were personal problems, lack of time to commit to an ongoing distance course, difficulty using ICT and the tools available in the VLE. The research also highlighted the importance of developing digital inclusion initiatives as well as on-site supporting poles as a way to soften the barriers of technological accessibility and the dropout rate in this kind of courses.

Educação a distância online

This work includes an analysis about the distance learning Online. By bibliographic researches were was observed some Distance Learning peculiarities in Brazil, since its implementation until the present days. Was considered aspects of activities the teachers, main problems, advantages, needed resources for implementation the distance learning course and the approach on a virtual learning environment. (TelEduc) The text was written from books, articles and web pages related to Online distance learning in order to provide the reader an overview of this teaching modality increasingly growing in Brazil

Luz, câmera, flashes: uma compreensão sobre a disciplina de prática de ensino de matemática a distância

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Introdução à pesquisa com sequências didáticas na formação continuada online de professores de ciências

The integration of research in teaching practices assumes increasing importance and complexity in education. One aspect involved in this issue and poorly investigated is the training of teachers for the development of research linked with their practices. In this context, we present a training for research developed on a distance-learning course in the Science Teaching, which involves the design, implementation and analysis of didactic sequences: the Study Guide to the Initiation of the Term Paper (SGITP). Our research goal is to present a training proposal produced from the results collected from a survey of the literature of the area, and to investigate its application and its results in the teachers' continuing education program. Using data extracted from the production of students and tutors, we concluded that SGITP had a good acceptance among them and it was positively evaluated by teachers, in addition to promoting a greater understanding of research.

Pseudoaneurysm of the internal carotid artery presenting with massive (recurrent) epistaxes: a life-threatening complication of craniofacial trauma

Vascular lesions can be serious complications resulting of blunt or penetrating trauma(1,2). Internal carotid artery lesion is one of most serious and relatively frequent in all mechanisms of craniofacial trauma. Several clinical manifestations can occur as central neurologic and cranial nerves deficits as well as several degrees of bleeding (from mild symptomatic to fatal). Recurrent and massive epistaxis can occur after trauma due to pseudaoneurysms of the external and internal carotid artery (ICA)(3,4). Considering its life-threatening course, the assisting physician has a relatively narrow time to detect and treat these lesions.We present two cases of recurrent and massive epistaxis secondary to ICA pseudoaneurysm following blunt and perforating trauma. Evolution was fatal in the first case with delayed treatment and uneventfully in the second which was treated by occlusion of the pseudoaneurysm and ICA via endovascular intervention.

Acute kidney injury after massive attack of Africanised bees

Acute kidney injury (AKI) is a well-documented complication of massive attack by Africanised bees and can be observed 48-72 h after the accident. We report a case of Africanised bees attack followed by severe and lethal AKI. A 56-year-old man was admitted to emergency department after a massive attack of Africanised bees (>1000 bee stings). He was unconscious, presenting with hypotension and tachycardia. Mechanical ventilation, volume expansion and care for anaphylaxis were instituted. The patient was transferred to the intensive care unit (ICU) and after 48 h he developed rhabdomyolysis, oliguria, increased creatinine levels, hyperkalaemia and refractory acidosis. A diagnosis of AKI secondary to rhabdomyolysis and shock was made. The patient was treated with a prolonged course of haemodialysis. However, he progressed to refractory shock and died 5 days after admission.