Famílias e educação infantil: parcerias

Pós-graduação em Serviço Social - FCHS

Identidades culturais em imigrantes de segunda geração: Os filhos de Pedrinhas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

THE ALGEBRA OF NONLOCAL CHARGES IN NONLINEAR SIGMA-MODELS

We obtain the exact classical algebra obeyed by the conserved non-local charges in bosonic non-linear sigma models. Part of the computation is specialized for a symmetry group O(N). As it turns out the algebra corresponds to a cubic deformation of the Kac-Moody algebra. We generalize the results for the presence of a Wess-Zumino term. The algebra is very similar to the previous one, now containing a calculable correction of order one unit lower. The relation with Yangians and the role of the results in the context of Lie-Poisson algebras are also discussed.

Learning strategies evaluation in students with attention deficit hyperactivity disorder

This study aim to verify the use of learning strategies in students of the elementary level presenting interdisciplinary diagnosis of attention dei cit hyperactivity disorder (ADHD). Nine students, male gender, attending 3rd to 9th grade level of the elementary level, average age 10 years and 7 months, presenting interdisciplinary diagnosis of attention dei cit hyperactivity disorder (ADHD). h e students were submitted to the application of the Evaluation of Learning Strategies from elementary level – EAVAP-EF – scale, which aimed to evaluate the strategies reported and used by students in situation of study and learning, as follows: cognitive strategies, metacognitive strategies and absence of dysfunctional metacognitive strategies. h e general result at EAVAP-EF scale, showed that students with ADHD reached the percentile 25%, considered as low performance in the use of the learning strategies. For the variable absence of dysfunctional metacognitive strategies, the students presented percentile 30%, percentile 25% for cognitive strategies and 55% for metacognitive strategies. h e results showed that ADHD students do not use ef ectively the learning cognitive and metacognitive strategies and present the use of dysfunctional metacognitive strategies. h ese alterations match with the framework of ADHD because the entry of information, either visual or auditory, showed alterations, derived from inattention, which af ected the learning in classroom situation.

Measurement of the production cross section ratio sigma(chi b2(1P))/sigma(chi b1(1P)) in pp collisions at √s=8TeV

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Crise da esquerda comunista: políticas do PCI e do PCP sobre a união europeia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)