Processo de umidificação de massas cerâmicas por sistema de moagem via seca com aspersão de polpa

Processo de umidificação de massas cerâmicas por sistema de moagem via seca com aspersão de polpa pertencente ao setor de cerâmica, que trata de uma invenção no processo de umidificação de massas cerâmicas para conformação de peças, aplicadas principalmente em pisos e revestimentos, em que se aplica aspersão de polpa na fase de umidificação do pó moído por via seca para a prensagem das placas cerâmicas. Adicionalmente, o processo pode também ser aplicado na fase de mistura, homogeneização, laminação e demais etapas de preparação da massa para manufatura de produtos de cerâmica vermelha ou estrutural extrudados (p.ex. tijolos, blocos e lajes), extrudados e prensados (p.ex. telhas) e de tornearia (p. ex. vasos e potes).

Performance of UASB reactors in two stages followed by post-treatment with activated sludge in wastewater batch of wet-processed coffee

In this study it was evaluated the efficiency of the treatment of wet-processed coffee wastewater in upflow anaerobic sludge blanket (UASB) reactors in two stages, in bench scale, followed by post-treatment with activated sludge in batch. The first UASB reactor was submitted to an hydraulic retention time (HRT) of 6.2 d and organic loading rates (OLR) of 2.3 and 4.5g CODtotal (L d)-1, and the second UASB reactor to HRT of 3.1 d with OLR of 0.4 and 1.4g CODtotal (L d)-1. The average values of the affluent CODtotal increased from 13,891 to 27,926mg L-1 and the average efficiencies of removal of the CODtotal decreased from 95 to 91%, respectively, in the UASB reactors in two stages. The volumetric methane production increased from 0.274 to 0.323L CH4 (L reactor d)-1 with increment in the OLR. The average concentrations of total phenols in the affluent were of 48 and 163mg L-1, and the removal efficiencies in the UASB reactors in two stages of 92 and 90%, respectively, and increased to 97% with post-treatment. The average values of the removal efficiencies of total nitrogen and phosphorus were of 57 to 80% and 44 to 60%, respectively, in the UASB reactors in two stages and increased to 91 and 84% with the post-treatment.

Decomposição da palhada de forrageiras em função da adubação nitrogenada após o consórcio com milho e produtividade da soja em sucessão

The objective of this study was to evaluate the straw decomposition of the Urochloa and Panicum after intercropped with corn and nitrogen fertilization, as well as, the agronomic performance of soybean in succession. The experiment was conducted in an Oxisol in Cerrado conditions under no-tillage eight years ago. After the corn harvest intercropped with grass and cutting of forage homogenization were applied N rates (0, 50, 100 and 200 kg ha-1 of N - urea source) in coverage. The plots consisted of Urochloa brizantha,Urochloa ruziziensis and Panicum maximum Tanzânia and Mombaça sown at the time of corn sowing and subplots composed by accumulated amounts of nitrogen applied in forage plants prior to the soybean cultivation (0, 250, 500 and 1000 kg ha-1 of N, after five cuts). The experimental design was a randomized block with four replications in a split plot. Soon after the last cut of the forage, proportionate amount of fresh mass of the species of each subplot was wrapped in nylon bags called Litter Bags, these being deposited in direct contact with the soil, to determine the time of decomposition of the dry mass during a period of 150 days. The nitrogen doses, as well as, the corn intercropped with forages (except with Mombaça) interfere similarly in the straw decomposition of forage and in the soybean yield in succession. All the consortiums of corn and nitrogen fertilization predecessors determined that, at 60 days after desiccation and cutting, still remained between 50 and 60% of the initial straw for no-tillage system.

Qualidade fisiológica e sanitária de sementes de amendoim durante o processo de produção

Pós-graduação em Agronomia (Produção Vegetal) - FCAV

Componentes principais na seleção de animais em pesquisas experiementais

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

Estudo de adobes melhorados com cimento e adição de resíduos de concreto

Pós-graduação em Engenharia Civil - FEIS

Superação da dormência em sementes de Brachiaria humidicola cv. BRS Tupi durante o armazenamento

Pós-graduação em Agronomia (Agricultura) - FCA

Simulação numérica do processo de secagem de madeiras

Pós-graduação em Engenharia Mecânica - FEG

Avaliação de sistemas lipidicos nanoestruturados utilizados como estratégia para melhorar as propriedades biofarmaceuticas do praziquantel no tratamento da esquistossomose

Pós-graduação em Nanotecnologia Farmacêutica - FCFAR

Proposta Curricular do Estado de São Paulo: retorno do discurso regulativo da tylerização na educação pública

This paper analyses how innovations and educational reforms affect curricular construction at public schools. It aims at reflecting if the Curricular Proposal for the state of São Paulo preserves the autonomy and identity of schools, if it respects their pedagogical political project, without attempting to homogenize them; how it changes every‐day school life, teacher’s practices, interpersonal relationships and power relations. We depart from the presupposition that this proposal adopts principles of the educational reforms started in the middle of the 90s, such as: adoption of national guidelines; introduction of market mechanisms, generating the fragility of teachers’ representation and their de‐ professionalization; relativity of the State’s role; stimuli to partnerships between public and private institutions in the fields of administration, allocation of financial resources for teaching    and implementation of external evaluating systems. At the same time, official discourse highlights decentralization, democratic administration, community participation. Some of these principles are recurrent in curriculum reforms: emphasis on the knowledge society, pedagogy of competencies and of learning to learn. In this way, we understand that the proposal aims at homogenizing school knowledge and curriculum practices, representing the notion of curriculum as product. We consider that the novelty and relevance of implemented measures demand further research, and that will be implemented by the author in 2010.

Síntese e caracterização de micropartículas de etilcelulose e seu uso na encapsulação do fungicida tebuconazole

Pós-graduação em Química - IQ

Eficiência agronômica de rejeitos da indústria de fertilizantes fosfatados

Pós-graduação em Agronomia (Horticultura) - FCA

Preparação e caracterização estrutural, mecânica e anelástica de ligas do sistema Ti-Ta contendo oxigênio intersticial, para uso biomédico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Qualidade fisiológica e sanitária de sementes de amendoim durante o processo de produção

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

Concepções de professores sobre a temática das chamadas dificuldades de aprendizagem

This study aimed to identify the conceptions of learning difficulties of teachers working in the beginning years of elementary education. In order to analyze such conceptions from the perspective of inclusive education, the study was carried out in two schools in a city of the State of Paraná. Sixteen teachers (mean age of 41 years) participated in the study. Of these, only one had no higher education. Interviews were carried out individually in the teachers` schools. The interviews were conducted with the support of a topic outline including: aspects of classroom management of the classes in which teachers worked; how to identify students with learning disabilities; causes of learning difficulties; how the school can help a student with learning difficulties. Each interview lasted 50 minutes on average. They were transcribed in full and submitted to thematic analysis. Four categories of analysis were determined: characterization of educational institutions' proposal; conceptions on the identification of students with learning difficulties; conceptions about causes of learning difficulties; possibilities for assisting students with learning difficulties. The results indicated that the main factors reported by the participants on the characterization of pupils with learning difficulties were of the cognitive order. The data also showed that the teachers based their opinions on family aspects in order to focus on causes of learning difficulties; they attributed the largest parcel of responsibility for solving such situations to students' families. One of the main conclusions of this study allowed us to consider that the schools that were investigated reported a practice that doesn't meet the inclusive education assumptions, denoted by the attempt to homogenize regular classes.