Anomalous flow behaviour of bauxite tailings

This paper deals with the anomalous flow behaviour observed in two bauxite tailings pumping systems, with 450 mm and 680 mm outer diameter. In order to enlarge the pipeline lengths in the field, tests were carried out in a laboratory test-loop in order to try to understand the anomalous (intermittent) flow behaviour and to solve the problem. Based on data obtained from these laboratory tests and using a generalized REYNOLDS number it was possible to obtain results that fit the MOODY ROUSE diagram.

Teaching in the community: Changing and implementing a new curriculum

The Faculdade de Medicina de Botucatu is changing to, and implementing a new curriculum aimed at integrating teaching and learning in the community. Emphasis is on preparing the community settings for teaching, learning and providing health care. A particular task is staff development with emphasis on problem-based learning (PBL) and training medical and nursing students in the leadership to participate in this process. The new curriculum includes the gradual introduction of clinical practice during First Year, integration of the basic sciences with clinical sciences, through integrated modules studied in small groups, and maintenance of the two year clerkship. The undergraduates are introduced gradually to the community: 8% of the total curriculum during First Year, 10% during Second Year, 10% during Third Year, 20% during Fourth Year, 30% during Fifth and Sixth Years. The basic health units at primary care level, and the regional specialty outpatients and hospitals at the second level, are the main teaching sites. An Education Development Committee was established to discuss the strategies for supporting the changes and to structure the planning for promoting the gradual transformation of staff development. After 18 months of implementation of the curriculum, there followed discussions and monitoring of the objectives of changes in medical education at our school. Successful implementation of the new curriculum would fail, if the objectives were not absorbed by every member of the implementation Committee.

Trabalhando com estratégias de ensino-aprendizado por descoberta na área da saúde: a problematização e a aprendizagem baseada em problemas.

Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.

Grupo interdisciplinar: Construção de unidade educacional sistematizada em aprendizagem baseada em problemas

In 2003 the construction team of the 1st grade of the medical and nursing courses from a medical school began a work aiming at curriculum reconstruction, and restructured cognitive contents and the integration of basic and clinical aspects, in order to adapt to the incentive program for Curriculum Changes (PROMED) which allows for the continuity of curricular innovations. This team worked considering the group dynamics, a method already used in tutorial sessions which teachers have some familiarity with. For a good group performance the team participants were divided into two subgroups: one for constructing educational problems and the other for doing cognitive assessment exercises. The team and the subgroups met weekly, and every 15 days the group met for socialization of information, identifying the strengths and weaknesses of the process and/or products. A good adhesion, an active involvement of participants and satisfaction expressed by each participant with their inclusion in the group were reflected in the final product and contributed to the subjects' commitment to the proposal. This way, in the process the individual transformations and relations in a situation requiring the collaboration of professionals were essential in the process of permanent curricular reconstruction.

Novas aplicações de metaheurísticas na solução do problema de planejamento da expansão do sistema de transmissão de energia elétrica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A compreensão da atividade pedagógica em uma rede de inter-relações: franquia escolar

Pós-graduação em Educação - IBRC

O léxico da apicultura e da meliponicultura no Brasil: estudos iniciais para a elaboração de um dicionário terminológico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Avaliação dos princípios ergonômicos na prática odontológica

Pós-graduação em Odontologia Preventiva e Social - FOA

Mídias e Linguagem Audiovisual: investigando possibilidades na prática pedagógica do professor de Educação Física

Pós-graduação em Educação - FCT

O contexto afetivo-familiar de relações incestuosas entre irmãos

Pós-graduação em Psicologia - FCLAS

Análise de novos modelos matemáticos para o problema de planejamento da expansão de sistemas de transmissão

Pós-graduação em Engenharia Elétrica - FEIS

Recuperação escolar: um trabalho com alunos em defasagem de aprendizagem nos anos inciais do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O professor de matemática e sua formação: análise de três décadas da produção bibliográfica em periódicos na área de educação matemática no Brasil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Lógica pragmática e educação: experiência e linguagem em Dewey e Peirce

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Aprendizagem baseada em problemas na Faculdade de Medicina de Marília: sensibilizando o olhar para o idoso

Pós-graduação em Educação - FFC