Sintered Sewage Sludge As Support Material Used In Drinking Water Filtration

The processing of industry and domestic effluents in wastewater treatment plants reduces the amount of polluted material and forms reusable water and dehydrated sludge. the generation of hazardous municipal sludge can be decreased, as well as the impact on surface and underground water and the risk to human health. The aim this study is to verify the possibility to use sintered sewage sludge as support material after thermal treatment in the production of a filtering material to water supply systems. After thermal treatment the sewage sludge ash was characterized by X-ray fluorescence (XRF), leaching test and water solubilization. Dehydration of sludge was performed by controlled heating at temperatures of 180 degrees C, 350 degrees C, 600 degrees C, 850 degrees C and 1000 degrees C for 3 hours.

Giving up reporting the aggressor: reports of female victims of domestic violence

The goal of this study is to describe the experience of female victims of domestic violence, who forfeited the lawsuits against their aggressors. The interviews were oriented by the question: What was your experience of forfeiting the denunciation of your aggressor? Three themes emerged from the convergence of the testimonies: time passed from the aggression to the denunciation and then to the forfeiting; the partner, the family, the women's precinct; reflecting about the experience, which described the studied phenomenon. The women expressed ambiguous feelings for their aggressor: affection, anger, humiliation and fear. They recognize that they are dominated and humiliated, but notions of justice and equality between spouses do not appear in the testimonies. Forfeiting can be understood in the context of the reproduction of the traditional family structure, conditioned to economic and social factors. Results highlight implications about the role of the Women's Precinct and the healthcare institutions in the care for women who were victims of domestic violence.

Indicadores para gestão empresarial no setor sucroalcooleiro

Pós-graduação em Agronomia (Energia na Agricultura) - FCA

As duas aberturas: redemocratização e política internacional no Brasil de Figueiredo (1979-1985)

Pós-graduação em Relações Internacionais (UNESP - UNICAMP - PUC-SP) - FFC

O acordo sobre agricultura na Organização Mundial do Comércio (OMC) e seus reflexos na defesa comercial agrícola no Brasil e nos países em desenvolvimento

Pós-graduação em Direito - FCHS

O saber e o não revelar da violência sexual doméstica infantil na dinâmica do profissional escolar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Teachers Formation in Higher Education: Some Aspects under the Light of Education-Work Relations

This text is mainly aimed to address essential aspects of teacher formation in the light of education-work relations in the higher education, from our systematic experience in higher education teaching, particularly teaching and research in the field of Didactics discipline. This formulation is justified considering our concern in seeking to situate this discussion in the context of bringing together knowledge areas and the field of teaching knowledge. Still, our choice to develop such an approach in the light of work-education relationship is due to the belief about the possibilities of seeking to overcome the requirements imposed by capitalism to our educational system, within the possible contradictions of these relationships. In this context the teachers’ formation in higher education gains social and strategic importance, taking on the task of forming individuals of “action-reflection-action” in a society established historically based on the social relations which settle in the light of capital’s multiple determinations. It appears that, in this sense, the major confrontations have been given within the discussions about what to prioritize or combine in the list of criteria and content for teacher’s formation. In Didactic, we seek to emphasize discussions that we consider with a philosophical background, referring to the orientation of teaching practice in knowledge of contemporary ideological struggle; socio-historical, referring to the possibility of formation of disciplines, among them Didactic, and curriculums and references to support its guidance in the process of teacher’s formation. This context of discussion is based on the concrete teaching practice with a view to transformation and to search for new syntheses in terms of knowledge and in terms of historical reality. Then therefore, our methodological approach grounded in the dimensions of the same unit: historical materialism as posture, method and as praxis.