Daniel Hjort: sorgespel i fem akter med fyra tablåer af Josef Julius Wecksell

Första gången uppfördt på Nya Theatern i Helsingfors den 26 november 1862.

Fem sportsmäns resa till kontinenten, berättad af två af dem: sommarminnen och dagboksblad

Lisäpainokset: 2. p. 1886 (181 s.).

Fem sportsmäns resa till kontinenten, berättad af två af dem: sommarminnen och dagboksblad

Lisäpainokset: 2. p. 1886 (181 s.).

Ocorrência de fungos filamentosos termo-resistentes em polpa de tomate envasada assepticamente

Este trabalho teve como objetivo principal determinar a ocorrência de fungos filamentosos termo-resistentes durante o processamento asséptico de polpa de tomate (8° BRIX). Durante o período de safra de tomate foram feitas amostragens em 9 lotes (3 no início, 3 no pico e 3 em fim de safra) e no período de entresafra em 5 lotes. Foi feita a enumeração de fungos termo-resistentes nas amostras coletadas durante as diferentes etapas do processo asséptico de cada lote. Foram obtidas contagens médias relativamente baixas, variando entre <1 e 8UFC/100mL de amostra. As maiores contagens foram obtidas na matéria prima e na água de pré lavagem e transporte. Cinqüenta linhagens de fungos termo-resistentes detectadas no procedimento de enumeração foram isoladas, codificadas e estocadas. Os esporos de cada isolado com 1 mês de cultivo foram submetidos a diferentes choques térmicos para selecionar a linhagem de fungo mais termo-resistente. O isolado de fungo mais termo-resistente (sobrevivência ao choque à 100° C/25 minutos) foi identificado como Neosartorya fischeri.

Avaliação do conhecimento do termo "nefrologia" em uma amostra populacional

INTRODUÇÃO: A consolidação da especialidade nefrologia é relativamente recente e sua denominação não remete intuitivamente à sua área de abrangência. OBJETIVO: Avaliar o grau de conhecimento de uma amostra populacional sobre o termo "nefrologia". MÉTODOS: Foi realizado um estudo transversal em Niterói, RJ, com transeuntes adultos respondendo "Você sabe o que é nefrologia?". As variáveis anotadas incluíram: sexo, idade, cor, residência, renda, nível de escolaridade e doença renal na família. Valores de p < 0,05 foram considerados significativos. RESULTADOS: De 564 pessoas abordadas, 504 dispuseram-se a responder. Dos que se recusaram, 64% eram homens, 58%, brancos, entre os quais 85% tinham idade > 30 anos. Entre os participantes, a idade média foi 39 (22-56) anos; 49% eram homens e 56% brancos. Conheciam o termo "nefrologia" 28% dos entrevistados. A origem do conhecimento foi predominantemente escolar (39%) e familiar (30%). Aqueles que conheciam nefrologia tinham maior idade (42 ± 17 vs. 39 ± 17 anos, p < 0,05), maior renda (R$ 4.522 vs. R$ 2.934, p < 0,05), maior escolaridade (27% vs. 12% com superior completo, p < 0,001), eram predominantemente brancos (64% vs. 53%, p = 0,001), com maior frequência de doença renal na família (55% vs. 36%, p < 0,001). Na análise multivariada, associações foram mantidas para idade (OR 1,02, IC 95% 1,00-1,03, p = 0,004), nível de escolaridade superior (OR 10,60, IC 95% 4,20-26,86, p < 0,001) e doença renal na família (OR 2,2, IC 95% 1,40-3,41, p < 0,001). CONCLUSÕES: Apenas 28% conheciam o termo "nefrologia", ilustrando a baixa penetração da especialidade. Esforços devem ser empreendidos para popularizar essa área da medicina visando melhor orientação acerca da prevenção e cuidado das enfermidades renais.

Simulation and material calibration of ultra high strength steel (UHSS) S960 welded joint under static tensile test utilizing finite element method (FEM)

The aim of this work was to calibrate the material properties including strength and strain values for different material zones of ultra-high strength steel (UHSS) welded joints under monotonic static loading. The UHSS is heat sensitive and softens by heat due to welding, the affected zone is heat affected zone (HAZ). In this regard, cylindrical specimens were cut out from welded joints of Strenx® 960 MC and Strenx® Tube 960 MH, were examined by tensile test. The hardness values of specimens’ cross section were measured. Using correlations between hardness and strength, initial material properties were obtained. The same size specimen with different zones of material same as real specimen were created and defined in finite element method (FEM) software with commercial brand Abaqus 6.14-1. The loading and boundary conditions were defined considering tensile test values. Using initial material properties made of hardness-strength correlations (true stress-strain values) as Abaqus main input, FEM is utilized to simulate the tensile test process. By comparing FEM Abaqus results with measured results of tensile test, initial material properties will be revised and reused as software input to be fully calibrated in such a way that FEM results and tensile test results deviate minimum. Two type of different S960 were used including 960 MC plates, and structural hollow section 960 MH X-joint. The joint is welded by BöhlerTM X96 filler material. In welded joints, typically the following zones appear: Weld (WEL), Heat affected zone (HAZ) coarse grained (HCG) and fine grained (HFG), annealed zone, and base material (BaM). Results showed that: The HAZ zone is softened due to heat input while welding. For all the specimens, the softened zone’s strength is decreased and makes it a weakest zone where fracture happens while loading. Stress concentration of a notched specimen can represent the properties of notched zone. The load-displacement diagram from FEM modeling matches with the experiments by the calibrated material properties by compromising two correlations of hardness and strength.

A teoria dinâmica do conhecimento de Duhem: um termo médio entre a concepção metafísica clássica da ciência e a concepção do convencionalismo/pragmatismo (Poincaré)

O objetivo é propor uma reconstrução racional da concepção da ciência de Duhem, por meio do recurso da metodologia da teoria da ciência, como uma teoria normativa da dinâmica do conhecimento. Essa reconstrução ajuda a estabelecer que Duhem não pode ser classificado como um convencionalista/pragmatista, como sugere a interpretação-padrão, e, além disso, que Duhem almeja construir uma concepção que seja um termo médio entre a concepção metafísica clássica e a concepção do convencionalismo/pragmatismo. A estratégia metodológica para construir esse termo médio é a proposta de um realismo estrutural e convergente. Duhem substitui o sujeito transcendental dos clássicos por uma teoria transcendental a ser alcançada por um processo dinâmico.

Litteracitet i fem högstadieungdomars en-till-en-datorpraktiker

The study focuses on five lower secondary school pupils’ daily use of their one-toone computers, the overall aim being to investigate literacy in this form of computing. Theoretically, the study is rooted in the New Literacy tradition with an ecological perspective, in combination with socio-semiotic theory in a multimodal perspective. New Literacy in the ecological perspective focuses on literacy practices and place/space and on the links between them. Literacy is viewed as socially based, in specific situations and in recurring social practices. Socio-semiotic theory embodying the multimodal perspective is used for the text analysis. The methodology is known as socio-semiotic ethnography. The ethnographic methods encompass just over two years of fieldwork with participating observations of the five participants’ computing activities at home, at school and elsewhere. The participants, one boy and two girls from the Blue (Anemone) School and two girls from the White (Anemone) School, were chosen to reflect a broad spectrum in terms of sociocultural and socioeconomic background. The study shows the existence of a both broad and deep variation in the way digital literacy features in the participants’ one-to-one computing. These variations are associated with experience in relation to the home, the living environment, place, personal qualities and school. The more varied computer usage of the Blue School participants is connected with the interests they developed in their homes and living environments and in the computing practices undertaken in school. Their more varied usage of the computer is reflected in their broader digital literacy repertoires and their greater number and variety of digital literacy abilities. The Blue School participants’ text production is more multifaceted, covers a wider range of subjects and displays a broader palette of semiotic resources. It also combines more text types and the texts are generally longer than those of the White School participants. The Blue School girls have developed a text culture that is close to that of the school. In their case, there is clear linkage between school-initiated and self-initiated computing activities, while other participants do not have the same opportunities to link and integrate self-initiated computing activities into the school context. It also becomes clear that the Blue School girls can relate and adapt their texts to different communicative practices and recipients. In addition, the study shows that the Blue School girls have some degree of scope in their school practice as a result of incorporating into it certain communicative practices that they have developed in nonschool contexts. Quite contrary to the hopes expressed that one-to-one computing would reduce digital inequality, it has increased between these participants. Whether the same or similar results apply in a larger perspective, on a more structural level, is a question that this study cannot answer. It can only draw attention to the need to investigate the matter. The study shows in a variety of ways that the White School participants do not have the same opportunity to develop their digital literacy as the Blue School participants. In an equivalence perspective, schools have a compensational task to perform. It is abundantly clear from the study that investing in one-to-one projects is not enough to combat digital inequality and achieve the digitisation goals established for school education. Alongside their investments in technology, schools need to develop a didactic that legitimises and compensates for the different circumstances of different pupils. The compensational role of schools in this connection is important not only for the present participants but also for the community at large, in that it can help to secure a cohesive, open and democratic society.