Gestão ambiental em escolas de negócios: mapeando o estado-da-arte

Following the guidelines of the United Nations, which established the Decade of Education for Sustainable Development (2005-2014) and the Principles for Responsible Management Education (PRME), the pressure on business schools for incorporating environmental management in their core activities (teaching, research, extension and university management) have intensified. In contrast, in Brazil, this discussion is still embryonic, and in some cases, the Business Schools seem to be in latter than the environmental management practiced by the world-class companies in the industrial sector. Therefore, this article prospected and systematized the state of the art on the inclusion of environmental management issues in the activities of Business Schools, by mapping the territory of the main academic works in this subject. The main results indicate that the state of the art is represented by: a vibrant leadership of U.S. researchers and others developed countries, a clear analytical reductionism of research, mainly by focusing on the dimension "teaching" does not addressing a systemic perspective that encompasses environmental management in the range of typical activities of Business Schools, a significant predominance of theoretical studies on the subject and a consequent lack of empirical studies, mainly based on multiple cases.

Estudo hierárquico do sistema de reprodução entre e dentro de frutos, fluxo de pólen e estrutura genética espacial em um fragmento e em árvores isoladas na pastagem de hymenaea stigonocarpa mart. ex hayne na região de cerrado

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Teores de macronutrientes em plantas de pimentão enxertadas sob fertirrigação

This study aimed at determining the levels of macronutrients (N, P, K, Ca, Mg and S) in grafted plants by contact methods such as bevel, cleft grafting by full rift and approach, as compared to non grafted plants. Analyses were performed in different parts of the plants under fertigation in a greenhouse. The hybrid and rootstock were AF 7125 and AF 8253, respectively. The nutrients were supplied via fertigation during the 150-day cycle. The experiment was carried out at the Teaching, Research and Production Farm in São Manuel city, SP which belongs to FCA-UNESP Campus in Botucatu city/SP. A total of 4 treatments and 5 replications were used. Each plot consisted of 12 plants. Chemical analyses were performed in one plant per plot at 35, 85, 112 and 143 days after transplantation to determine nutrient concentrations. The results showed that the macronutrient concentrations in a decreasing sequence in the vegetative parts (leaf + stem) were as follows: K > N > Ca > Mg > S > P; and in the fruits: K > N > P > S > Mg > Ca. Macronutrient concentrations were similar among grafted plants as compared to ungrafted plants, and the rootstock may have influenced absorption and translocation of minerals in grafted plants.

Quantificação do metabolismo aeróbio e anaeróbio de levedura alcoólica por método estequiométrico

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

As percepções dos jovens estudantes de Londrina/PR sobre política

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Teaching the Rational Use of Medicines to medical students: a qualitative research

Background: Prescribing is a complex and challenging task that must be part of a logical deductive process based on accurate and objective information and not an automated action, without critical thinking or a response to commercial pressure. The objectives of this study were 1) develop and implement a discipline based on the WHO's Guide to Good Prescribing; 2) evaluate the course acceptance by students; 3) assess the impact that the Rational Use of Medicines (RUM) knowledge had on the students habits of prescribing medication in the University Hospital.Methods: In 2003, the RUM principal, based in the WHO's Guide to Good Prescribing, was included in the official curriculum of the Botucatu School of Medicine, Brazil, to be taught over a total of 24 hours to students in the 4th year. We analyzed the students' feedback forms about content and teaching methodology filled out immediately after the end of the discipline from 2003 to 2010. In 2010, the use of RUM by past students in their medical practice was assessed through a qualitative approach by a questionnaire with closed-ended rank scaling questions distributed at random and a single semistructured interview for content analysis.Results: The discipline teaches future prescribers to use a logical deductive process, based on accurate and objective information, to adopt strict criteria (efficacy, safety, convenience and cost) on selecting drugs and to write a complete prescription. At the end of it, most students considered the discipline very good due to the opportunity to reflect on different actions involved in the prescribing process and liked the teaching methodology. However, former students report that although they are aware of the RUM concepts they cannot regularly use this knowledge in their daily practice because they are not stimulated or even allowed to do so by neither older residents nor senior medical staff.Conclusions: This discipline is useful to teach RUM to medical students who become aware of the importance of this subject, but the assimilation of the RUM principles in the institution seems to be a long-term process which requires the involvement of a greater number of the academic members.

What does research say about the Special and General Relativity Theory Teaching?

Na literatura da área de Ensino de Física encontramos diversos argumentos em defesa da inclusão, nos currículos escolares do Ensino Médio, de conteúdos de Física Moderna e Contemporânea. A Teoria da Relatividade Especial e Geral (ao lado da Mecânica Quântica) é um dos pilares da Física Moderna. Consideramos significativo e oportuno obter um panorama da produção acadêmica sobre o ensino e aprendizagem deste tópico. Nosso objetivo é sintetizar os avanços, as convergências e sinalizar perspectivas, com o intuito de contribuir para um avanço e defesa dos trabalhos futuros. Assim, procuramos resposta para a questão: Quais as contribuições da pesquisa em Ensino de Física para que a Teoria da Relatividade Especial e Geral (TREG) possa ser abordada no Ensino Médio?