Modelo teórico de sensores ópticos baseados em fibras com grade de Bragg

Ao se aplicar uma tração exterior a uma fibra óptica, seu índice de refração pode modificar devido ao efeito foto-elástico. Quando a fibra contém uma grade de Bragg inscrita em seu núcleo, além do índice de refração seu período espacial também modifica, permitindo sua aplicação como sensores ópticos de temperatura e/ou deformação de alta sensitvidade. Do ponto de vista teórico, até o presente a operação de sensores baseados em fibras ópticas com grade de Brag (FGB) é explicada pelo efeito foto-elástico, através de componentes adequadas do tensor foto-elástico de fibras de sílica dopadas com germânio (germano-silicatadas). Em praticamente toda a literatura previamente estudada, apenas este tipo de fibra óptica tem suas propriedades optomecânicas bem definidas, o que pode representar uma restrição. Nesta dissertação apresentamos uma formulação teórica alternativa para o estudo das propriedades de um sensor de deformação longitudinal baseado em fibra óptica com grade de Bragg (FGB) que não depende do conhecimento prévio das componentes do tensor foto-elástico, e que leva a resultados que dependem apenas da razão de Poisson da fibra, uma característica mecânica facilmente mensurável, e de seu índice de refração efetivo. Os resultados obtidos com este modelo apresentam ótima concordância com aqueles obtidos pelo modelo conhecido da literatura, além de permitir estimar o comportamento de outros parâmetros relacionados ao espectro de refletividade da FGB.

High-grade squamous intraepithelial lesions in pregnant and non-pregnant women

Objectives: To evaluate if the prevalence of cervical smear results varies between pregnant and nonpregnant women stratified by age group.Study design: Observational analytical study with a total sample of 1,336,180 pregnant and nonpregnant women, aged between 20 and 34 years, who underwent cervical cancer screening in the Primary Health Care of the national health system in the area of Campinas in Brazil during the period of 2005-2009. The source is the information system for cervical cancer screening. Data collected on abnormal cervical smears were analyzed using the Chi-square test and Fisher's exact test and the magnitude of the association between pregnancy and high-grade squamous epithelial lesions was analyzed by odds ratio (OR) and estimated values with confidence intervals (CI) of 95%.Results: 15,190 pregnant women and 395,961 non-pregnant women were analyzed and fulfilled the inclusion criteria. Regardless of age, no statistical differences were observed for high-grade squamous intraepithelial lesion prevalence (OR 0.90; CI 0.66-1.23). Taking into account the five-year age groups, however, low-grade squamous intraepithelial lesion was less prevalent in pregnant women aged 20-24 (OR 0.71; 0.54-0.95) and 25-29 years (OR 0.56; 0.35-0.89); also, atypical squamous cells of undetermined significance was more prevalent in non-pregnant women aged 25-29 years (OR 0.72; 0.54-0.97).Conclusion: The study showed that the cytological prevalence of high-grade squamous intraepithelial lesion was similar in pregnant and non-pregnant women, regardless of age. The results indicate that there are no reasons for specific approaches to cervical cancer screening for pregnant women. The examination should be carried out only on pregnant women who have not been tested according to current recommendations. (C) 2014 Elsevier Ireland Ltd. All rights reserved.

A Inserção da astronomia na grade curricular do ensino médio do Estado de São Paulo

We performed in this study an analysis of Curriculum Astronomy contents the public schools of São Paulo from the available educational materials to teachers and students by the state board of education. We analyzed the conditions that teachers carry out the activities suggested to the teaching-learning situations, considering factors such as time available for classes, available material and the general technical condition to perform the activities suggested by the material. Thereafter, we conducted a search with teachers from public of São Paulo, than three cities in the Vale do Paraíba, in order to trace a general framework of the perception of these teachers about the introduction of Astronomy in Physical during the implementation of the new curriculum

Preoperative somatostatin analogues versus direct transsphenoidal surgery for newly-diagnosed acromegaly patients: a systematic review and meta-analysis using the GRADE system

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Hydroxyapatite coating deposited on grade 4 titanium by plasma electrolytic oxidation

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Macronutrient intake is correlated with dyslipidemia and low-grade inflammation in childhood obesity but mostly in male obese

Condition of hypoxia caused by hypertrophy of adipose cells in obesity triggers macrophages recruitment and production of cytokines. Additionally, high consumption of saturated fatty acids (SFA) and high glycemic index meals may contribute to oxidative stress and chronic low-grade inflammation by increases NF-kB activation. Thus, the aim of the study was to analyze the contribution of the macronutrients intake in the metabolic and inflammatory profile, by levels of lipoproteins, insulin resistance, anti and pro inflammatory cytokines, in obese adolescents according the gender. sample was composed by 37 adolescents, both genders, identified as obese by body mass index (BMI). Body composition was assessed by Dual-energy X-ray absorptiometry (DEXA) and measures of intra-abdominal adiposity (IAAT) and subcutaneous adiposity tissue (SAT) were done by ultrasound. Biochemical analyses were done and the measurement of cytokines; fatty acids and insulin were performed by the technique of immunoassay ELISA. The estimation of macronutrients consumption was made by 3 day food register regarding food intake. Statistical significance was set at p-value < 5% and the statistical software SPSS version 17.0 (SPSS Inc, Chicago, IL) performed all analyses. BMI (p = 0.316), FM (p = 0.416), IAAT (p = 0.505) and SAT (p = 0.935) presented similarities between genders. Cytokines and metabolic variables values were similar between the groups. Only in the male group, metabolic variables and cytokines were significant correlated with the consumption of total lipids or its fractions. Was observed that insulin concentration had significant interaction with MUFA(g) (= -18.4; p = 0.004) and adiponectin with CHO(g) (= -58.2; p = 0.032) in the group male and female, respectively. macronutrients intake is associated with low-grade inflammation in obesity, by production of inflammatory cytokines and alteration of the lipid profile, especially male obese adolescents which seem to be more responsive of this consumption when compared with female obese adolescents.

Reviewing, Rethinking and Revising Homework Expectations in a Seventh Grade Math Class

In this action research study of my seventh grade mathematics class, I investigated whether de-emphasizing homework assignments as daily grades while stressing them as daily practice encouraged students to focus more on the learning rather than the daily grade. As part of this study, I also looked at how this change in homework expectations affected my daily teaching. I discovered that having students keep notes, examples, practice problems and homework assignments in a notebook helped them concentrate more on the process of getting answers and why they may of had an incorrect answer. Students were more likely to discuss with their peers how answers were found when comparing answers showed differences. When we reviewed the answers, they were more willing to ask questions about why their answer was wrong and then make corrections. As a result of this research, I plan to continue having seventh graders keep using notebooks to organize their notes, examples and assignments.

Attitudes, Confidence, and Achievement of High-Ability Fifth Grade Math Students

In this action research study of my fifth grade high-ability mathematics class, I investigated student attitudes of mathematics and their confidence in mathematics. Student achievement was compared to two different confidence scales to identify a relationship between confidence and achievement. Six boys and eleven girls gave their consent to the study. I discovered there seems to be a connection between confidence and achievement and that boys are generally more confident than girls. Most students liked math and were comfortable sharing answers and methods of solving problems with other students. As a result of this study I plan to use my survey and interview questions at the beginning of the school year with my new class in order to assess their attitudes and confidence in math. I can use this information to identify potential struggles and better plan for student instruction.

Building Math Esteem in Fifth Grade Students

In this action research study of my classroom of 5th grade mathematics, I investigate the levels of math esteem in each student and as a classroom. The definition of esteem on which I am basing my research is the judgment or estimation of the self-assurance of a student in math. I discovered that several of the students entered my classroom with a middle to low level of esteem in math, and about a third of the class already exhibited a positive, high esteem in math. After implementation of the research, and interpreting the data, I believe almost all the students achieved higher math esteem by the end of the school year. The surveys and interviews I performed with the parents and students lead me to believe the four components of my research had an affect on this outcome. As a result of this research, I plan to continue to facilitate a high level of math esteem in each one of my students.

An Investigation into Careless Errors Made by 7th Grade Mathematics Students

In this action research study, I investigated the careless errors made by my seventh-grade mathematics students on their homework and tests. Beyond analyzing the types of careless errors and the frequency at which they were made, I also analyzed my students’ attitudes toward reviewing their work before they turn it in and self-reflection about the quality of work that they were producing. I found that many students did not know how to review their test before turning it in; no one had ever taught them how to do so. However, when students were given tools to help them with this task, they were able to make strides towards reducing the number of careless errors that they made and began to turn in high quality work that demonstrated their understanding of the content that had been taught. As a result of this research, I plan to teach my students how to go back over their homework and tests before turning them in. I also intend to continue to use the tools that I have produced to encourage students to self-reflect on the work that they have done. Assessment is such an important piece of educating my students and the careless errors made on these assessments needed to be addressed.

Cooperative Learning Groups in the Eighth Grade Math Classroom

In this action research study of my classroom of 8th grade mathematics students, I investigated whether cooperative learning would lead to a better understanding of the mathematical concepts and thus more success for the students. I used my three eighth grade classes with two using cooperative groups and the third not. I discovered that the students who wanted to work in cooperative groups were more successful than they had been. I also discovered that the grouping itself has a great effect on how the group works together. The wrong grouping of students can lead to disaster and many headaches for the teacher. Overall the two classes that used cooperative groups did better grade wise than the one class that was taught using the traditional way of not using cooperative groups. As a result of this research, I plan to continue using cooperative groups but will be more aware of the students who are grouped together.

Using Descriptive Feedback In a Sixth Grade Mathematics Classroom

In this action research of my 6th grade math class, I investigated whether or not my students would improve their ability to reflect on their learning process when they received descriptive feedback from a peer. I discovered the process of giving and receiving feedback was challenging for the students to initially learn, but eventually using the feedback was highly beneficial. Descriptive feedback allowed the students to learn and understand their mistakes immediately, which in turn improved their learning. In my action research, I also began to discover more ways to implement descriptive feedback in my instruction so it could be more effectively for the students and efficiently so there would be less time taken out from instruction. As a result of this research, I plan to continue having students provide and receive descriptive feedback and to find more evidence of how descriptive feedback could influence student achievement.

Departmentalization in the 5th Grade Classroom: Re-thinking the Elementary School Model

In this action research study of my 5th grade classroom, I investigated the benefits of a modified block schedule and departmentalization. The research consisted of dividing the 5th grade curriculum into three blocks. Each block consisted of two primary subject areas: Mathematics was paired with Social Studies, Reading was paired with Health, and Writing was paired with Science. These groupings were designed to accommodate district time-allotment requirements and the strengths of each teacher within the 5th grade team. Thus, one teacher taught all of the Mathematics and Social Studies, another all of the Reading and Health, and another all of the Writing and Science. Students had classes with each teacher, each school day. I discovered that this departmentalization had many benefits to both students and teachers. As a result of this research, we plan to continue with our new schedule and further develop it to more fully exploit the educational and professional advantages we found to be a part of the project.

Using Cooperative Learning In A Sixth Grade Math Classroom

In this action research study of my classroom of sixth grade mathematics, I investigated the impact of cooperative learning on the engagement, participation, and attitudes of my students. I also investigated the impact of cooperative learning upon my own teaching. I discovered that my students not only preferred to learn in cooperative groups, but that their levels of engagement and participation, their attitudes toward math, and their quality of work all improved greatly. My teaching also changed, and I found that I began to enjoy teaching more. As a result of this research, I plan to continue and expand the amount of cooperative group work that happens in my classroom.

Using Math Vocabulary Building to Increase Problem Solving Abilities in a 5th Grade Classroom

In this action research study of my 5th grade mathematics class, I investigated how students’ understanding of math vocabulary impacts their understanding of the curriculum. I discovered math vocabulary plays an important role in a student’s ability to understand daily lessons, complete homework, discuss ideas in groups, take tests and be successful on achievement tests. A student’s ability to understand the words around him (or her) in math class seem very related to his or her ability to solve word problems. Word problems are what our national assessments are all about. I also discovered that direct instruction and support of math vocabulary increased test scores and confidence in students as test takers. As a result of this research, I plan to continue to find ways to emphasize the vocabulary used in our current math curriculum. This process will start at the beginning of the year. I will continue to look for strategies that promote math vocabulary retention in my students. And finally, I will share my findings with my colleagues, so my research can be used as part of our School Improvement Goals.