Educação do corpo e vida ao ar livre : natureza e educação fisica em São Paulo (1930-1945)

Universidade Estadual de Campinas . Faculdade de Educação Física

Lazer nos acampamentos de ferias : uma analise da ação dos animadores socio-culturais

Universidade Estadual de Campinas. Faculdade de Educação Física

Experiência e linguagem como estratégias de resistência

Neste artigo visamos apontar, apoiadas em W. Benjamim e G. Agamben, a fragilização do registro da experiência e sua incidência na lógica do poder/violência. Analisamos, pretendendo desmistificar a eficácia dos discursos mortificadores da experiência, a figura do "mulçumano"; - nome que designava os mortos-vivos nos campos de concentração, conforme relato de Primo Levi e outros. Tal figura é emblemática do estado limite a que chegaram algumas pessoas e podem expressar o destino de alguns sujeitos na contemporaneidade. Pudemos identificar nessa posição tanto um movimento na direção da perda do laço identificatório com o semelhante, como uma forma de resistência à violência perpetrada pelo discurso social. Tal resistência consiste em operar uma mimese ao objeto resto, o que permite ao sujeito a manutenção da estrutura fantasmática. Indicamos que, apesar das estratégias do poder, o sujeito reinventa modos de se situar na relação ao Outro, nos quais se fazem importantes a presença e a palavra, incluindo aí a experiência psicanalítica.

The Tausk controversy on the foundations of quantum mechanics: Physics, philosophy, and politics

In 1966 the Brazilian physicist Klaus Tausk (b. 1927) circulated a preprint from the International Centre for Theoretical Physics in Trieste, Italy, criticizing Adriana Daneri, Angelo Loinger, and Giovanni Maria Prosperi`s theory of 1962 on the measurement problem in quantum mechanics. A heated controversy ensued between two opposing camps within the orthodox interpretation of quantum theory, represented by Leon Rosenfeld and Eugene P. Wigner. The controversy went well beyond the strictly scientific issues, however, reflecting philosophical and political commitments within the context of the Cold War, the relationship between science in developed and Third World countries, the importance of social skills, and personal idiosyncrasies.

Effects of pituitary adenylate cyclase-activating polypeptide (PACAP) and vasoactive intestinal polypeptide (VIP) on hormone secretion from sheep pituitary cells in vitro

Although vasoactive intestinal polypeptide (VIP) is thought to be a prolactin releasing factor, in vivo studies on sheep suggest that it is inactive in this species. Recent studies, based primarily on the rat, suggest that the related pituitary adenylate cyclase-activating polypeptide (PACAP) is also a hypophysiotrophic factor but again in sheep, this peptide has no in vivo effects on hormone secretion despite being a potent activator of adenylate cyclase in vitro. This lack of response to either peptide in vivo in sheep could be due to the low concentration of peptide that reaches the pituitary gland following peripheral injection. In the present study we therefore adopted an alternative approach of evaluating in vitro effects of these peptides on GH, FSH, LH or prolactin secretion from dispersed sheep pituitary cells. In a time-course study, PACAP (1 mu mol/l) increased GH concentrations in the culture medium between 1 and 4 h and again at 12 h but had no effect in the 6 and 24 h incubations. Prolactin, LH and FSH were not affected by PACAP. The response to various concentrations of PACAP (1 nmol/l-1 mu mol/l) were then evaluated using a 3 h incubation. Again prolactin and LH were not affected by PACAP and there was a small increase in GH concentrations but only at high concentrations of PACAP (0.1 and 1 mu mol/l; P<0.05), PACAP also stimulated FSH secretion in cells from some animals although this effect was small, The GH response to PACAP was inhibited by PACAP(6-38), a putative PACAP antagonist; but not by (N-Ac-Tyr(1), D-Arg(2))-GHRH(1-29)-NH2, a GH-releasing hormone (GHRH) antagonist. The cAMP antagonist Rp-cAMPS was unable to block the GH response to PACAP suggesting that cAMP does not mediate the secretory response to this peptide. At incubation times from 1-24 h, VIP (1 mu mol/l) had no effects on prolactin, LH or GH secretion and, in a further experiment based on a 3 h incubation, concentrations of VIP from 1 nmol/l-1 mu mol/l were again without effect on prolactin concentrations. Interactions between PACAP and gonadotrophin releasing hormone (GnRH), GHRH and dopamine were also investigated. PACAP (1 nmol/l-1 mu mol/l) did not affect the gonadotrophin or prolactin responses to GnRH or dopamine respectively. However, at a high concentration (1 mu mol/l), PACAP inhibited the GH response to GHRH. In summary, these results show that PACAP causes a modest increase in FSH and GH secretion from sheep pituitary cells but only at concentrations of PACAP that are unlikely to be in the physiological range. The present study confirms that VIP is not a prolactin releasing factor in sheep.

Unidade m??vel: o INSS de Pelotas criou rodas e ganhou as estradas

Este projeto refere-se ?? implanta????o de um posto ambulante do INSS instalado num trailer-reboque, equipado com computador ligado direto ao Posto de Benef??cios de Pelotas-RS. A Unidade M??vel conta com uma equipe composta por m??dico e funcion??rios das ??reas de manuten????o e concess??o de benef??cios e outra integrada por servidores administrativos. O trabalho ?? realizado em parceria com o Sindicato dos Trabalhadores Rurais. Foi constatado uma significativa diminui????o do tempo de espera entre o pedido e a concess??o do benef??cio e um alto grau de satisfa????o do usu??rio

Informal learning recognition through a cloud ecosystem

Learning and teaching processes, like all human activities, can be mediated through the use of tools. Information and communication technologies are now widespread within education. Their use in the daily life of teachers and learners affords engagement with educational activities at any place and time and not necessarily linked to an institution or a certificate. In the absence of formal certification, learning under these circumstances is known as informal learning. Despite the lack of certification, learning with technology in this way presents opportunities to gather information about and present new ways of exploiting an individual’s learning. Cloud technologies provide ways to achieve this through new architectures, methodologies, and workflows that facilitate semantic tagging, recognition, and acknowledgment of informal learning activities. The transparency and accessibility of cloud services mean that institutions and learners can exploit existing knowledge to their mutual benefit. The TRAILER project facilitates this aim by providing a technological framework using cloud services, a workflow, and a methodology. The services facilitate the exchange of information and knowledge associated with informal learning activities ranging from the use of social software through widgets, computer gaming, and remote laboratory experiments. Data from these activities are shared among institutions, learners, and workers. The project demonstrates the possibility of gathering information related to informal learning activities independently of the context or tools used to carry them out.

Managing informal learning in engineering contexts: the learners' perspective

According to recent studies, informal learning accounts for more than 75% of our continuous learning through life. However, the awareness of this learning, its benefits and its potential is still not very clear. In engineering contexts, informal learning could play an invaluable role helping students or employees to engage with peers and also with more experience colleagues, exchanging ideas and discussing problems. This work presents an initial set of results of the piloting phase of a project (TRAILER) where an innovative service based on Information & Communication Technologies was developed in order to aid the collection and visibility of informal learning. This set of results concerns engineering contexts (academic and business), from the learners' perspective. The major idea that emerged from these piloting trials was that it represented a good way of collecting, recording and sharing informal learning that otherwise could easily be forgotten. Several benefits were reported between the two communities such as being helpful in managing competences and human resources within an institution.

Managing Informal Learning in professional contexts: the learner’s perspective

Informal Learning is present in everyone's life but its awareness only recently has been reported. The need to keep track of the knowledge acquired this way is increasing as its sources diversity also increases. This work presents the pilots trials on the use of a tool developed to help keeping track of the learners’ informal learning, within a number of companies spread out in three countries. This tool developed through the European Commission funded project TRAILER, is still under development, which will allow integrating the set of improving suggestions obtained from users during the piloting phase. The overall idea of managing one’s informal learning was well accepted and welcomed, which validated the emerging need for a tool with this purpose.

A tool to aid institutions recognize their employees competences acquired by informal learning

People do not learn only in formal educational institutions, but also throughout their lives, from their experiences, conversations, observations of others, exploration of the Internet, meetings and conferences, and chance encounters etc. However this informal and non-formal learning can easily remain largely invisible, making it hard for peers and employers to recognize or act upon it. The TRAILER project aims to make this learning visible so that it can benefit both the individual and the organization. The proposed demonstration will show a software solution that (i) helps the learners to capture, organize and classify a wide range of ’informal’ learning taking place in their lives, and (ii) assists the organization in recognizing this learning and use it to help managing human resources (benefiting both parts). This software tool has recently been used in two phases of pilot studies, which have run in four different European countries.

A performatividade dos movimentos sociais contemporâneos: dissertação

Dissertação submetida à Escola Superior de Teatro e Cinema para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Teatro - especialização em Teatro e Comunidade.