Produ����o de implantes de tit��nio, via moldagem por inje����o de p��s de hidretos de tit��nio

O objetivo deste trabalho foi a produ����o e caracteriza����o de componentes sinterizados de tit��nio para aplica����o biom��dica, obtidos atrav��s do processo de fabrica����o chamado de Moldagem de P��s por Inje����o ( MPI ), ou ���Metal Injection Molding��� ( MIM ) na língua inglesa. Para a produ����o dos componentes de tit��nio, utilizou-se de p��s de hidreto de tit��nio produzidos pelo processo de Hidreta����o-Dehidreta����o ( HDH ), no Laborat��rio de Transforma����o Mec��nica - UFRGS. Foram realizados ensaios para a caracteriza����o dos componentes sinterizados quanto ��s suas propriedades mec��nicas, resist��ncia �� corros��o, caracter��sticas morfol��gicas e de biocompatibilidade. Este trabalho concentra-se no desenvolvimento e produ����o de componentes para ��rea odontol��gica ( implantodontia ) e m��dica, visando a implementar a t��cnica de Moldagem de P��s por Inje����o ( MPI ) de hidreto de tit��nio para aplica����o na produ����o de implantes, tendo em vista que, atualmente, este processo n��o �� utilizado para tal fim. Para as an��lises de biocompatibilidade foram produzidos parafusos corticais para utiliza����o como implantes. Ap��s a caracteriza����o morfol��gica e qu��mica dos implantes produzidos foram realizados ensaios in vitro de corros��o e in vivo de biocompatibilidade onde foi poss��vel observar algumas caracter��sticas da superf��cie do implante como, por exemplo, a susceptibilidade �� corros��o por frestas e elevado recobrimento ��sseo do implante.

CaTReS : ferramenta de apoio �� pesquisa e ensino em teoria das categorias

Teoria das Categorias �� uma ramifica����o da Matem��tica Pura com campo cient��fico aparentemente distinto daquele que �� objeto de estudo e pesquisa para a Ci��ncia da Computa����o. Entretanto, algumas caracter��sticas dessa teoria matem��tica demonstram sua utilidade na pesquisa computacional. Dentre essas caracter��sticas podemos citar independ��ncia de implementa����o, dualidade, heran��a de resultados, possibilidade de compara����o da expressividade de formalismos, nota����o gr��fica e, sobretudo, expressividade das constru����es categoriais. Sua expressividade �� explicitamente destacada pelo MEC nas Diretrizes Curriculares de Cursos da ��rea de Computa����o e Inform��tica, onde afirma-se que ���Teoria das Categorias possui constru����es cujo poder de express��o n��o possui, em geral, paralelo em outras teorias���. Entretanto, Teoria das Categorias tem encontrado obst��culos para ser efetivamente aplicada na Ci��ncia da Computa����o. A baixa oferta de bibliografia - predominantemente de língua inglesa - e a falta de uniformidade na exposi����o do que sejam os t��picos introdut��rios convergem e potencializam outro grande empecilho �� sua propaga����o: a baixa oferta de cursos com enfoque em Teoria das Categorias. A fim de transpor essas dificuldades, F��bio Victor Pfeiff desenvolveu o CaTLeT, um aplicativo de interface visual que tinha como objetivo facilitar o acesso aos conceitos introdut��rios de Teoria das Categorias Com inspira����o fortemente educacional, CaTLeT somente �� capaz de representar objetos e morfismos at��micos, o que o limita a servir somente aos conceitos iniciais. Em 2003, o CaTLeT foi ampliado e os objetos e morfismos, antes at��micos, passaram a representar conjuntos e rela����es, respectivamente. Este projeto consiste em uma amplia����o tanto do CaTLeT quanto dos objetivos que justificaram sua cria����o. Esta disserta����o trata de um projeto de simulador categorial e de sua respectiva implementa����o as quais visam fornecer suporte computacional a fim de facilitar o acesso a conceitos intermedi��rios de Teoria das Categorias e servir como suporte �� pesquisa na ��rea. A constru����o desse simulador possui tr��s crit��rios de avalia����o como par��metro: boa acessibilidade, alta relev��ncia das estruturas implementadas e alta cobertura. A nova ferramenta - denominada CaTReS - deve manter a acessibilidade a usu��rios leigos que sua predecessora possui e ampliar significativamente as estruturas suportadas, al��m de incluir tratamento �� conceitos funtoriais. Dessa maneira, este projeto vem para auxiliar na supera����o dos obst��culos anteriormente mencionados.

Jogos digitais como estrat��gia de aprendizado: uma proposta de aplica����o para o ensino da administra����o p��blica

O estudo objetivou dimensionar o valor estrat��gico dos Serious Games e da Gamifica����o como alternativas pedag��gicas em favor do aprendizado sobre Gest��o P��blica. De cunho explorat��rio e descritivo, o estudo, visa fornecer algum conhecimento sobre ferramentas alternativas de apoio ao ensino da Gest��o P��blica, tomando o papel dos jogos digitais como instrumentos contributivos aos educadores. A metodologia aplicada �� fenomenol��gica, pois buscou extrair significados por interm��dio dos sujeitos, a fim de obter uma maior compreens��o do fen��meno de aprendizagem baseada em jogos digitais. A investiga����o foi conduzida por pesquisas bibliogr��ficas e de campo, na qual a coleta de dados foi obtida por meio de entrevistas por pautas. Ao todo, a amostra contemplou 18 sujeitos envolvidos com games em educa����o, baseando-se em tr��s crit��rios: pesquisa, desenvolvimento e aplica����o. Foram analisados artigos e publica����es de autores brasileiros, constatando-se a baixa produ����o sobre o tema, principalmente, de cunho qualitativo sobre ao assunto. Al��m disso, observou-se uma presen��a de livros e publica����es em língua inglesa muito superior ��s produ����es nacionais, por essa raz��o, a pesquisa buscou ampliar a discuss��o sobre o tema. Como resultados das entrevistas, foram destacados benef��cios cognitivos, pedag��gicos, interacionais com base nas teorias interacionistas de Vygotsky e Piaget, nas quais os jogos digitais formam espa��os de aprendizagem e intera����o, cabendo, contudo, aos educadores, a escolha de empreg��-los ou n��o em salas de aula. Os resultados tamb��m revelam alguns problemas de implementa����o, tais como: (1) falta de investimentos em treinamento dos professores, (2) falta de infraestrutura nas institui����es de ensino, (3) integra����o curricular, (4) acesso �� infraestrutura/tecnologia em comunidades ribeirinhas fora dos grandes centros urbanos, (5) adequa����o ao p��blico-alvo, pois nem todos os estudantes se interessam por jogos eletr��nicos. Ao final, iniciativas do MEC t��m propiciado a busca de novas ferramentas e tecnologias que venham a incrementar as pr��ticas pedag��gicas, e nesse sentido, os jogos digitais adequam-se a esta realidade exigida, pois trazem consigo novas reflex��es acerca do ensino, do papel dos professores, e de novas possibilidades no ensino de Gest��o P��blica. O valor estrat��gico dos games revela-se como uma ferramenta pedag��gica propiciadora de espa��os de aprendizado alicer��ados em: interatividade, imers��o e interconectividade, respons��veis por tornarem os aluno sujeitos ativos no processo educacional.

Aprender ingl��s no ensino pr��-escolar: um desafio �� inova����o pedag��gica?

Universidade da Madeira

(Des) encontros no discurso de estagi��rio em relat��rios de est��gios supervisionados

GALV��O, Marise Adriana Mamede; RODRIGUES, Maria das Gra��as Soares.(Des) encontros no discurso de estagi��rio em relat��rios de est��gio supervisionados. Revista Interc��mbio, S��o Paulo, v.18, p. 122-138, 2008.ISSN 1806-275x

A interpreta����o dos sintagmas nominais com adjetivos atributivos por alunos de ingl��s instrumental

This present work has as objective to analyze the interpretation of the syntactic and semantic meaning performed by third graders in the nominal groups (NGs) with attributive adjectives in the English language in a text of the final exam in the ESP (English for Specific Purposes) discipline. The corpus is made up of 30 exams of two classes from a third grade institution of the biomedical area, corresponding to the basic and advanced levels of the second term in 2006. The text has 24 NGs of different lexical content, a total of 27 NGs in the whole text summing up to 810 analyzed occurrences. The analysis is carried out at the morphologic, syntactic and semantic levels using as theoretical background the traditional and functional grammars (QUIRK et al, 1985; CELSE-MURCIA et al, 1998; TUCKER, 1998), in their semantic aspects, the Semantics (FRAWLEY, 1992) and the Cognitive Linguistics (TAYLOR, 2002). We concluded that the main difficulties were due to the lack of vocabulary and to the use of mother tongue strategies instead of using the top-down strategies for reading a text in English to compensate this gap. We also observed that even when the vocabulary was known, there were difficulties in establishing the semantic and syntactic relations between modifier and noun head. We suggested improvements for the teaching of reading English texts at the third grade grounded in the obtained results such as a more comprehensive study of the several different morphologic and syntactic structures of the NGs with premodifiers and their semantic consequences, an approach of the morphologic, syntactic and semantic aspects of the NGs and the use of both top-down and bottom-up strategies when reading a NG in the English language

An��lise de necessidades de ingl��s para fins espec��ficos em um curso de gradua����o em turismo

This study presents the results of a survey conducted in the area of English for Specific Purposes (ESP) in order to identify (1) the learning needs of students in a course in Tourism, their desires and lacks, at a federal university, with respect to use of English; (2) the needs of the present situation of teachers and the coordinator of that course as to the language; (3) the needs of the target situation of professionals (graduates) and companies with respect to this language. This research is a case study (STAKE, 1998; YIN, 2009) and was used for data collection, instruments such as questionnaires, semi-structured interviews, and document on the Tourism Course. To this end, it was adopted the theoretical basis for the constructs of English for Specific Purposes (ESP) Ingl��s para Fins Espec��ficos (IFE) in Brazil, also known as Ingl��s Instrumental, whose foundation is based on the work by Hutchinson and Waters (1987), Robinson (1991), Dudley-Evans and St. John (1998), Celani, Deyes, Holmes, Scott (2006), among others, since this work is devoted to a specific area, Tourism. Results show that students opined the ability to prioritize reading and speaking into the classroom. Professionals reported that the latter is an indispensable tool for entering the labor market, yet they feel unprepared and need to attend English language courses in private language schools. The testimony of company executives also point to this deficiency. Finally, the present situation of teachers reveals that, while advocating the use of English in the classroom, this is not because students prefer their mother tongue. There is also an evident lack of needs analysis. Eventually, the coordinator said that there is some uncertainty as to the methodology, content and language skills worked, and the lack of interaction among teachers of English. It was concluded, therefore, it is important to conduct a needs analysis so that one can redesign a course that meets the different contextual needs: students, teachers, coordination, represented by the institutional needs, and the labor market

A aprendizagem de ingl��s mediada por jogos eletr��nicos do tipo MMORPG

Massively Multiplayer Online Role-Playing Games (MMORPGs) are role-playing games that, through the Internet, can integrate thousands of players interacting at the same time in at least one virtual world. This way, these games can provide, further than fun, a greater familiarity with the additional language and opportunity to improve the linguistic proficiency in a real context. Hence, what is proposed in this study is extended knowledge about the learning of an additional language mediated by MMORPGs for teachers to know how, if relevant, to present, use or encourage this practice to their students. Based on this major purpose, we seek to answer the following research questions: (a) what distinguishes the learning profile of the gamers and non-gamers; (b) if MMORPGs can, through a hybrid and systematic approach, assist the development of proficiency of the additional language and (c) what the think-aloud protocols show about the learning mediated by the MMORPG Allods Online. Following an experimental method (NUNAN, 1997), 16 students of the curricular component Reading and Writing Practices in English Language have comprised the control group and 17 students of the same class formed the experimental group and were submitted to a pre and post-test adapted from the Key English Test (KET) by the Cambridge University (2008). The tests were conducted before and after a period of 5 weeks of 3 hours of practice with Allods Online a week (experimental group), and classes of the curricular component (both groups). A quantitative analysis of the questionnaires about the exposure to English profiles of the participants, a quantitative analysis of the tests scores and a qualitative analysis of the thinkaloud protocols collected during the experiment were conducted based on the theories of (a) motivation (GARDNER, 1985, WILLIAMS & BURDEN, 1997, BROWN, 2007, HERCULANO-HOUZEL, 2005); (b) active learning (GASS, 1997, GEE, 2008, MATTAR, 2010); (c) interaction and collaborative learning (KRASHEN, 1991, GASS, 1997, VYGOTSKY, 1978); (d) situated learning (DAMASIO, 1994; 1999; 2003, BROWN, 2007, GEE, 2003) and (e), tangential learning (PORTNOW, 2008; MATTAR, 2010). The results indicate that the participants of the experimental group (gamers) seem to be more engaged in tangential English learning activities, such as playing games, listening to music in English, communicating with foreigners and reading in English. We also deduced that the period of experiment possibly generated positive results on the gamers proficiency scores, mainly in the parts related to orthographic development, reading and comprehension, writing with focus on content and orthographic accuracy. Lastly, the think-aloud protocols presented evidences that the gamers have engaged in active English language learning, they have interacted in English with other players, and learned linguistic aspects through the experience with the MMORPG Allods Online

A transitividade na conversa����o: uma abordagem funcional centrada no uso

This work investigates the phenomenon of transitivity in the conversation. We examined the behavior of complements in Brazilian Portuguese speech, and then compared the results with previous researches in the English language by Thompson and Hopper (2001) and in the Spanish language by V��zques (2004). In Brazil, there are no researches that treat this phenomenon in the discursive conversation, for that reason it justifies and reveals the importance of this research that aims to answer questions related to the transitivity of ordinary conversations. Thus, we describe, explain and analize the transitivity based on concrete linguistic data, provided by native speakers of Portuguese language, specifically, spontaneous talk of people from Natal-RN. We have used as theoretical assumptions the Functional Linguistics usage-based (LFCU), which gathers academics of North-American Functional Linguistics, inspired by Chafe (1979), Hopper and Thompson (1980), Thompson and Hopper (2001), Giv��n (2001), Bybee (2010), Traugott (2009, 2011), among others, as well as Cognitive Linguistics, presented by Langacker (1987), Taylor (1995), Tomasello (1998) and Goldberg(1995), among others. This data consists in conversations extracted from the corpus Banco Conversacional de Natal (FURTADO DA CUNHA). The results obtained from this work confirm the assertions defined by prior conducted studies on the transitivity in the conversation. The research showed that these three idioms, Spanish, Portuguese and English, despite the differences, they present a uniform behavior regarding their transitivity in the conversation. We intend, by this work, to contribute, in some way, to the comprehension of the focused linguistic phenomenon, likewise to build a finer scenario around of the transitivity in the Brasilian Portuguese

Exerc��cio resistido no cardiopata: revis��o sistem��tica

INTRODU����O: A perda de massa muscular secund��ria �� idade e �� inatividade f��sica �� clinicamente relevante na popula����o card��aca; contudo, a prescri����o do exerc��cio resistido din��mico para esses pacientes apresenta-se inconclusiva na literatura. OBJETIVOS: Reunir informa����es e apresentar as principais diretrizes relacionadas �� prescri����o de exerc��cios resistidos em cardiopatas. MATERIAIS E M��TODOS: Foi realizada busca sistem��tica de literatura, a partir das bases de dados LILACS, SciELO e MEDLINE, utilizando os seguintes descritores na língua portuguesa: for��a muscular, exerc��cio isom��trico, esfor��o f��sico, cardiopatia e coronariopatia, e seus correspondentes na língua inglesa (muscle strength, isometric exercise, physical effort, heart disease e artery coronary disease), os quais foram pesquisados separadamente e em cruzamentos, sendo considerados para esta revis��o apenas artigos publicados entre 2005 e 2010. RESULTADOS E DISCUSS��O: de um total de 806 artigos foram selecionados 22 para integrar a revis��o, sendo 14 estudos classificados como artigos originais, 2 artigos de atualiza����o da literatura e 6 artigos de revis��o, al��m do cap��tulo 8 do livro intitulado Diretrizes do ACSM (American College of Sports Medicine) para os testes de esfor��o e sua prescri����o, publicado em 2007. CONCLUS��O: O exerc��cio resistido, independente da variada metodologia utilizada na prescri����o dos componentes espec��ficos do treinamento, mostrou-se eficiente para aumentar a for��a muscular de membros superiores e inferiores em cardiopatas e sua aplica����o pode ser considerada segura para esses pacientes, desde que prescrito corretamente.

Narrativas de professores em forma����o sobre a didatiza����o de podcasts para o ensino de ingl��s na floresta

Considering the following conditions: (1) the fluency demands of students in an undergraduate program in Languages and Literatures/English in the Amazon region; (2) the listening and speaking needs of pre-service teachers of English as a Foreign Language (EFL); (3) my continuing education as a professor of EFL and my academic literacy as a teacher-researcher and pre-service-teacher trainer, this study, which is based on Narrative Inquiry, reports on a teacher experience of working didactically with oral genres through podcasting an activity that emerged with the advent of Information and Communication Technology (ICT). Through this process, I engage with some theorists who promote teaching as a process that is driven by a concept of language as social practice. Subsequently, I make use of the notions of context of culture and context of situation, derived from Systemic Functional Linguistics, as well as the concept of genre and register derived from the perspective of this theory. Based on these principles and beliefs, the Amazon region constitutes the register (situation) of the genres used in this study. These principles also provide, opportunities for building learning strategies appropriate to this local context, and also to teach listening and speaking skills from a task-based approach. During the experience, based on the reflective teacher-education model, the participants produced narratives about the process, which I then analyzed according to Ely, Vinz, Downing and Anzul (2001), who propose possibilities of composing meanings in Narrative Inquiry. Based on this perspective, I discuss the following topics, which were highly emphasized in the participants narratives: the lack of didactic activities using oral genres; the relevance of context within teacher education; and collaborative work as a strategy to overcome gaps in digital literacy, language fluency and teaching skills. The meanings I thereby compose point to a paradigm shift in English language teaching within this context. I also argue for a pedagogical practice that is engaged with historical and socio-cultural issues, and with the development of language skills, also one that promotes the implementation of ICTs at the very start of teacher training programs, adopting teaching and learning strategies that correspond to the demands of fluency in this particular context, and deficiencies imposed by geographical isolation

Hist��rias de professores universit��rios sobre ensinar ingl��s para fins espec��ficos

This research has as its theoretical and methodological assumptions (1) the Narrative Inquiry (CLANDININ; CONNELLY, 2011), (2) the Systemic Functional Grammar (HALLIDAY, 1985, 1994; THOMPSON, 2002; EGGINS, 1994; HALLIDAY; MATTHIESSEN, 2004) and (3) the English for Specific Purposes Approach (ESP - HUTCHINSON; WATERS, 1987; CELANI, 2005; RAMOS, 2005), and its overall objective is to survey the meanings construed by the participants who are ESP practitioners and have not received a specific education to teach this approach at their undergraduation. The field texts and therefore the analises were divided into two distinct groups: the first with data generated from a questionnaire applied to nine professors from a federal university in the northeast of Brazil, which contains open and closed questions about their training and their experiences in teaching ESP; the second group, focusing this time on the experiences of three professors from the first group who were still teaching ESP, with data generated from interviews with these participants in addition to the data generated from their autobiographies and from the researcher��s as well. The computational tool WordSmith Tools 6.0 (SCOTT, 2012) was used to select, organize, and quantify data to be analyzed in the first group of texts, identifying the types of Processes and Participants through the Transitivity System (HALLIDAY; MATTHIESSEN, 2004). The Processes which were more used by the professors in the questionnaire were the Material, followed by the Relational and then the Mental ones, indicating that most professors reported their actions related to the teaching of ESP, rated or evaluated the approach, their training to teach it and their experiences, hence, rarely showing their thoughts and emotions about teaching ESP. Most of the nine professors say they carry out needs analysis, but not all do it according to the authors cited by them or the ones that are considered a reference in this area, such as the ones used in this research as reference. Similarly, their definitions and conceptions of ESP, in most cases, differed from these authors. All the professors claim not having had specific education to teach ESP at the undergraduation. When examining the stories of the four teachers, in the second group of the field texts, based on meaning composition according to Ely, Vinz, Downing and Anzul (2001), it was revealed that the kind of knowledge they report using when they teach ESP is related to their Personal Practical Knowledge and their Professional Knowledge (ELBAZ, 1983; CLANDININ, 1988). In their autobiographies, metaphors were also identified and they represent their concepts of teaching and being a teacher. Through this research, we hope to contribute to the understanding of what teaching ESP might mean for professors in the researched context and also to the continuing education of ESP practitioners, as well as to a review of the curricula in the English language undergraduate courses and of the role of ESP in the training of these professionals

Valida����o da escala de fatigabilidade percebida para avalia����o da fadiga em idosas

The term fatigability concerns the degree of fatigue associated with performing an activity of any type (physical, mental, emotional and / or social). Recently scales for assessing fatigue in the English language were created, however, gaps exist regarding the validity of these scales in relation to oxygen consumption and levels of perceived fatigue. Objective: To investigate the validity of perceived fatigability scale in older women frail and non-frail by the expired gases kinetics. Methods: This is a study of type validation, where were evaluated 48 elderly. The evaluation was conducted at two different sessions. In the first, data were collected demographic partners, as well as assessment of cognitive function, physical health, and the phenotype of frailty. The second was composed by the test 6-minute walk (6MWT) associated the expired gases kinects and assessment of perceived fatigability. Statistical analysis was performed a descriptive analysis and then we used the Pearson correlation test to evaluate the relationship between the measure of perceived fatigue and variables oxygen consumption (VO2), carbon dioxide production (VCO2), respiratory exchange ratio (RER)before and after 6MWT. We used a linear regression model initially considering the following explanatory variable: age, Body Mass Index (BMI), presence of frailty, comorbidities, level of physical activity, distance covered in the 6MWT , the energy cost of walking and severity of fatigability on performance. Results: The final sample consisted of 44 elderly women, 4 elderly were excluded because they didn t complete all phases of this study. The mean age obtained was 75 years (�� 7.2 years). There was no significant correlation between fatigability measures and the values of VO2 ( r = .09 , p = .56 ) , VCO2 ( r = .173 , p = .26 ) , RER ( r = - .121 , p = .43 ). The final linear regression model showed that the energy cost of walking, the usual level of physical activity and the performance severity of fatigability explained 83.5 % (R2 = 0.835, p < 0.01) of the variation in the perceived fatigability. Conclusion: Our findings indicate a relationship between greater severity of fatigability and lower levels of physical activity and increased energy cost in walking, suggesting that the fatigability analyses using a simple numeric scale is valid and viable for assessment of fatigue in older women

Tradu����o e adapta����o da escala de depend��ncia de subst��ncias do Millon Clinical Multiaxial III para o Brasil

Millon describes the normal personality by means of adaptation styles that are effective in normal environments and personality disorders such as unadapted operating styles. To operacionalize his theoretical model, Millon has built several instruments, including the Millon Clinical Multiaxial Inventory III (MCMI-III), wich consists of a self report inventory composed by 175 true or false response items, containing four verification scales, and others scales wich evaluates 14 personality patterns and 10 clinical syndromes. The Substance Dependence scale (T) is placed along with Clinical Syndromes scales. This research is justified by the lack of a Brazilian instrument to assess personality psychopathological aspects, and aims to translate and semantically adapt the MCMI-III to the Brazilian context, checking validity elements of the Substance Dependence scale, and developing a computer application for assisting the evaluation of assessment results. To this intent, 2.588 individuals data was collected, male and female, aged between 18 and 85 years, characterized as belonging to a clinical or non-clinical group, who took part in the survey via the internet or in person. Respondents completed the MCMI-III, a socio-demographic questionnaire and a subgroup also answered to the Goldberg General Health Questionnaire (GHQ). Besides descriptive statistics, we performed the analysis using the Student t test, principal components analysis and internal consistency. Despite difficulties related to translating very specific English terms, the assessment by judges, experts on Millon��s theory, and the back translation, attested the adequacy of the Brazilian version. Factorial analysis indicated the grouping of translated T scale items into three factors (social activities prejudice, lack of impulse control, and oppositional behavior), by presenting a single item on a fourth factor (apparently related to seeking pleasurable stimuli). The Cronbach alpha for this set of items was 0,82, indicating an acceptable scale reliability. The data analysis resulted in distinction of scores between clinical and non-clinical groups and between men and women; the relationship between high scores on the scale T and the other scales; scores of drug users according to the declared used substance; and the relationship between high scores on T and the verification of disorder or risk on GHQ mental health factor, indicating the instrument��s adequate sensistivity in identifying psychopathologies and the relationship between the different disorders or psychopathological personality patterns. Although further studies are necessary to develop the scores transformation factors, the computerized correction tool was adequate.