Avaliação do programa de medicina anti-estresse em mulheres com câncer de colo uterino submetidas à radioterapia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A intersemiose texto-história-cinema na minissérie ROMA da HBO

From August 2005 to March 2007, the two seasons (with 12 and 10 episodes respectively) of the award winning miniseries HBO‟s ROME were aired by the Home Box Office (HBO) channel. With screenplay signed by various writers and directors, the TV series was a coproduction of HBO (USA) and BBC (UK) with support from RAI (Italy), and the show was filmed in multiple locations, but mainly in Cinecittà Film Studios in Rome, very famous for having been headquarters also for Federico Fellini‟s movies. In the first season, the miniseries depicts the conquest of Gaul, made by the military genius of Gaius Julius Caesar, and the political trajectory that made him accumulate power to such an extent that this divided Roman citizens into two factions, one supporting and the other opposing him, the latter focused mainly on the historic figure of General Gnaeus Pompey Magnus. The second season shows the period of civil war following the assassination of Caesar, and the future rise to power of his nephew, adopted son and sole heir, Gaius Octavian Augustus, who was destined to overcome his rivals as well as their allies in the triumvirate that had been formed to pursue and punish Caesar‟s assassins. These facts are well known and usually crowd the mind and imagination of every minimally educated person. The HBO series broke new ground not only for the talent of its writers, directors and actors, not only for its visual effects and locations nor for the vibrancy and grandeur of historical scenes – after all, “historical movies” in general do the same – but it has done so also by the (re)construction of historical events from the perspective of a pair of protagonists of whom too little is known: the centurions Titus Pullo and Lucius Vorenus, who are the only low-rank soldiers mentioned by Caesar in his book Commentaries on the Gallic War (Commentarii de Bello Gallico V.44). Thus, the fictionalization of events also took into account several Roman civilization data which were scattered through historical sources and also those that belong to the modern knowledge of material culture, resulting in a TV series whose filmic aesthetics has rare beauty and creativity. From the survey of textual, historical and cultural data put together in this film, as well as the distance featuring the creative space in the dimension of the gap between them, this paper aims to highlight two pivotal moments of visual and narrative strategies of the show: the opening credits footage and the final scenes of the first season of HBO's Rome.

Por uma teoria da expectativa

The aim of this paper is to show a cognitive semantic investigation on the idea of expectation, defined as a mental construct which organizes the thinking and works as specific motivation in the process of communication. Expectation is an idea that may be created in the speaker's or in the listener's mind. It may be verbalized or not. Its semantic information may not be realized in real life, bringing frustration to communication. This study of expectation suggested that it is useful to have a theory to explain what other approaches left over. The working methodology focused in the gathering of data related to the phenomenon and the procedures to explain them inside a cognitive approach. The utterances are directly dependent of how the mind words. Therefore, studying speech we can have an access to people's mind. The idea of expectation may be interpreted under different traditional semantic labels. However, there are some peculiarities that can be explained only by a cognitive approach to language. We find words and phrases in the languages which reveal the presence of an expectation, such as "I think that...", "there has been an expectation about..." All answers are expected to fulfill an expectation. This investigation brought evidence that the mental expectation is essential to the act of communication. Therefore, the study of expectation in languages and in people's mind is important for the researches on cognitive semantics.

Com quanta tristeza de faz uma depressão

Resenha do livro A tristeza perdida de Allan V. Horwitz e Jerome C. Wakefield - Summus Editorial 2010

Proposta metodológica para pesquisa em campo em assentamentos de reforma agrária

In addition to the comments summarized herein, regarding the difficulties in understanding scientific phenomena by the human mind (epistemological obstacles), this paper presents and proposes a methodological framework for transdisciplinarity and reflectivity as an interactive method through critical reflection to be used as an antidote against prejudice and a lack of transparency of researcher that are often seen as impeding proper understanding of the true, specifically in the human processes that occur with people living in rural areas. Then, three examples of research are presented, which – in different time periods – a polyocular view was applied to conduct investigations outlined by guidelines in the framework related to the proposal summarized within this work.

A compreensão das técnicas da equoterapia no campo da saúde: uma perspectiva fenomenológica no campo da saúde

Pós-graduação em Ciências da Motricidade - IBRC

A formação de docentes inclusivos: um desafio para a educação brasileira

Respect for differences is one of the most important subjects in debate in the Brazilian and World society today. It’s consensus that diversity education is very important to make humanity fairer and more equal. In this context, it’s necessary to separate real pedagogic actions from political demagogy. So, our objective in this paper is to enrich this discussion with the results of our project “Perspectives of teachers about the inclusion of special students in Programa UNESP de Educação de Jovens e Adultos”. These results will demonstrate a good example of inclusive education and will prove the inadequacy of training in special education offered to Brazilian university students. In our opinion, it’s impossible to believe in diversity education without appropriate training in inclusive education because this work requires accommodation of social, political, physical, religious, cognitive and cultural differences and this demands a skilled professional in all teaching methods.

Um passeio pelos bosques ficcionais de Antonio Tabucchi

The Italian writer Antonio Tabucchi (Pisa-1943, Lisbon-2012) is considered by the critic as one of the most representative voices in the contemporary European literature. The Literature, according to Tabucchi, exerts a fundamental role in society and it, still according to the writer, must cause disquietude, evoke doubts, raise questions and not tranquilize people’s mind. Thereby, it’s noticed that it’s one of the reasons why the tabucchian narrative incessantly dialogues with Luigi Pirandello’s and Fernando Pessoa's poetics, establishing a great fictional game in wich the people, the truths, the history and the world are shown, at the least, duplicated.

Classical solutions for D-branes in AdS

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O fantástico nos contos de Hoffmann e de Balzac: o artista louco

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Cognição e conceptualização do tempo: o processo da significação do tempo linguístico de alguns enunciados em língua portuguesa

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A influência da música nas atividades físicas e sua impressão no corpo e nos estados de ânimo

Numerous studies in physical education and music's area have been conducted to improve the quality of life and health of people, all of them under physiological, psychological and social fields. Thus, when properly analyzed, both Areas are connected, because the movement itself, main subject of physical education, has a close proximity to the rhythm, an essential element of music. That's why it is important to discover the benefits of this relationship, because, in many of its practices, physical education makes use of music, for example, in aerobic gymnastic and dance classes. As a consequence, this study aims to investigate, through literature, the influence of music in physical activities and its imprinting in the states of mind and body of practitioners, as well as clarify the criteria for choice of songs that are used in such practice. This research occurred under literary explore, done through theoretical analysis of the thematic. At first place, a contextualization of the auditory system and its relationship with the music and the perception of sound were made, then the main theme was explored. The music, even before generate and influence motor and psychic movements in the human body, is already moving in space, because it is formed through vibrations of molecules. It is decoded first as a movement from the ears, and then decoded as sound, when in the brain. It is important to worry about sounds at high intensities and also with those which are outside the hearing thresholds within physical activities involving music, because they may be harmful to health and also to states of mind. As far as music and movement is concerned, they are closely linked, and the human being has an instinctive sense of rhythm that can be seen when listening to music, because the motor cortex is also activated. Therefore, it is important to work the sound and body movement together, because in practice they are inseparable and they contribute greatly to...

Impactos da idéia de pobre e de pobreza na institucionalização de crianças e adolescentes em regime de abrigamento

Pós-graduação em Ciências Sociais - FFC

A causação mental segundo o realismo prático de Lynne Rudder Baker

The aim of this paper is to reflect on the problem of mental causation according to Lynne Rudder Baker’s Practical Realism. I try to show how the pragmatic assumptions of the philosopher allow her to criticize the prevalent views about the relation between mind and body, the Cartesian dualism, and, especially, the Jaegwon Kim’s reductionist materialism, as well as to restore and bypass, not without problems, the difficulties inherent in those approaches.

Espaços livres na escola

O projeto de Extensão Espaços Livres na Escola busca contribuir com o bem estar dos usuários, permitindo a estimulação dos sentidos, através da cor, textura, sabor, fragrância, luz e som ali presentes. A “aprendizagem emocional” ocorre como uma experiência não articulada. O brincar é a maneira como as crianças estabelecem relação com o mundo físico e social, em um cenário multissensorial, estimulando o desenvolvimento da mente, corpo e espírito. Entre as características essenciais presentes no jardim educativo podemos citar a relação entre o programa de necessidades e o ambiente, na escala da criança; a relação entre a idade e quantidade de crianças, além de oferecer aos usuários uma variedade de opções e a oportunidade de fazer escolhas, possibilitando a manipulação e permitindo o contato social, inserido no espaço junto à natureza. Portanto, o objetivo principal é a elaboração de um projeto paisagístico para um espaço livre escolar que busque um melhor desempenho ecológico, além de servir como estímulo à aprendizagem e à sociabilidade entre as crianças. Após consulta à Secretaria de Planejamento da Prefeitura Municipal de Bauru, averiguou-se que a Escola Municipal de Educação Infantil Integrada – EMEII Garibaldo, localizada no jardim Santana, em Bauru – SP, fora reinaugurada, havendo interesse na implantação do projeto de extensão universitária. Tendo como ponto de partida o levantamento bibliográfico sobre o tema, questionários aplicados aos funcionários, desenhos elaborados pelos alunos e a análise da edificação e de seu funcionamento, chegou-se a uma proposta de intervenção para as áreas livres como também alterações na edificação, depois de realizadas visitas técnicas à escola. Como metodologia para chegar a uma análise mais crítica do ambiente escolar, levou-se em consideração a opinião dos usuários do edifício - alunos e funcionários – sendo proposta uma atividade de desenho às crianças, evidenciando o que mais gostavam e o que menos gostavam na escola, além de desenhar como gostariam que fosse a escola. A turma selecionada para esta atividade apresentava uma faixa etária de 5 a 6 anos, num total de 17 crianças. Aos funcionários da instituição foi distribuído um questionário para que eles atribuíssem valores de acordo com as problemáticas abordadas. Foi realizada a tabulação dos questionários, com a aplicação do Diagrama de Paretto. A proposta de intervenção foi apresentada aos usuários, discutindo os principais pontos a serem revistos. O terreno da escola ocupa uma quadra completa, tendo em frente uma pequena praça. A vegetação de grande porte é suficiente para toda a área livre, no entanto foi necessário um tratamento paisagístico em escala mais reduzida, com o uso de gramíneas e arbustos de pequeno e médio porte. O uso de diferentes escalas foi importante não apenas na escolha da vegetação, mas também no emprego de diversos materiais, cores e espaços. Os resultados apresentados no projeto incluem a reforma de pisos, jardins, proposição de um novo layout para o playground e propostas para uma melhor organização dos ambientes, buscando dar ênfase à criação de uma identidade visual ao espaço, sem perder de vista a importância do ato criativo das crianças como parte do ambiente de aprendizagem. Além disso, buscou-se incentivar as atividades voltadas à sensibilização e conscientização das crianças quanto ao ambiente, estabelecendo conexões entre horticultura, paisagismo e educação ambiental, com a criação de uma pequena horta, que poderá ser abordada em aulas relacionadas à alimentação, aos sentidos, reciclagem, técnicas agrícolas e preservação do ambiente, valorizando “o fazer” dos alunos. As atividades realizadas demonstram a importância de estabelecermos vínculos entre a Universidade e a comunidade, com a aplicação das pesquisas realizadas. A experiência no ensino de Paisagismo, enriquecedora e instigante, busca levar os discentes a imprimir em seus projetos os valores estéticos, ambientais, funcionais e sociais. O Projeto de Extensão “Espaços Livres na Escola” também permite que levemos esta experiência à comunidade, buscando despertar a consciência e o respeito pela natureza, ao mesmo tempo em que estamos contribuindo, de maneira mais efetiva, na formação da paisagem urbana. No dia 30 de novembro de 2009, a análise e as propostas da extensão universitária “Espaços Livres na Escola” foram apresentadas pelo bolsista e os projetos entregues à diretora da EMEII Garibaldo, com o objetivo de contribuir para sua implementação.