Uso de modelos lineares mistos na avaliação genética de escores visuais: estudo de simulação

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

Mercado de ações brasileiro: uma investigação empírica sobre suas relações de longo prazo e de precedência temporal pré-crise de 2008

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

As implicações teóricas dos arquivos pessoais: elementos conceituais

This paper aims to understand the nature of personal archives and their main features based on the collector entity IEB-USP (Instituto de Estudos Brasileiros da Universidade de São Paulo). Based on this entity and on archival theory, we discuss here, differences and similarities between the organic and private archives realizing the intrinsic value established on personal archival and how its institutionalization is denominated, once it directly pervades the attribution of value that is assigned and settled, relating to the work and life of a political or artistic personality, and also related to the collective memory and legacy left for this historically, aesthetic and socially important figures. We highlight, here, the approximation of Archival Science and Information Science and Library through the principles and organization methodologies applied to personal archives.

A formação do leitor do ensino fundamental: as legendas cinematográficas

Given the pedagogical practices in respect of acts of reading in the current context of education institutions in primary education, it is clear that they are connected to decipher and not the search for meaning and understanding. In thinking about the use of new technologies that can contribute to the formation of the reader, it is believed that reading subtitles allows such training since it requires a quick read that does not cling to every word and attribution of meaning to monitor all the course of the film. This makes the children learn to read and make sense using the expertise of its cultural heritage. This research aimed to analyze the contribution of film subtitles to the formation of the reader from elementary school. Thus, students were invited, between the ages of six and ten years, with interest to see subtitled films, and they learn to read subtitles. The film sessions were held fortnightly at the school, in an adapted room. After the sessions, held group discussions to see what the problems in understanding the plot this paper presents data on the session of the film "Coração de Tinta". Children, assisted by the researchers could understand the story and learned to articulate their knowledge in situations of movies. The research is ongoing, but we can see that during the projection there are indications that they are able to read the subtitles, sometimes lose the timing of reading, but gradually evolve in the field of reading this kind of discourse.

Padrões de busca e uso de artigos científicos: um estudo com pós-graduandos em educação brasileiros

This article presents part of a larger study on the use of reference sources to perform bibliographical search by graduate students in Education. Data relating to the use of the scientific journals by these students are presented and discussed. Sixty Education graduate students, 28 Master degree and 32 Doctoral, answered an electronic questionnaire. The students indicated the types of articles usually read and the importance attributed to each one. For each of treated themes in the electronic questionnaire, data are initially presented and analyzed in the set of the 60 participants of the study and then compared between master and doctoral students. Were used the Chi-squared (?2) test, the Fisher exact test and the Spearman’s correlation coefficient. Research reports were more frequently pointed out but less valued in comparison to articles referring to critical review and theoretical essay. Methodological articles, appearing in fourth position according to reading frequency and importance attributed, are more valued by doctoral than master students. The students read these articles using different procedures. The possible reasons for the students valorizing the articles of critical review and theoretical essays are discussed. The present study intends to offer a contribution to understand the use of scientific information by students, describing some graduate students’ habits related to information seeking in scientific journals, and reading of the articles published.

O Modelo do Sistema de Esquema de Ações e Operações sobre Símbolos e Signos

The objective of this paper is to introduce a model, called the Model of the System of Schemes of Actions and Operations on Symbols and Signs (MoSSAOSS), that articulates a systemic, systematic, and synthetic view of some of the principal theoretic and experimental results obtained by Piaget and his coworkers. Here, the term model means a schematic representation of experience, the relation of whose elements can be explored by means of logic and mathematics in order to deduce properties that correspond, in a sufficiently accurate form, to direct observable empirical properties. The MoSSAOSS model is intended to reveal in an abstract and simplified form, and through explicit hypothesis and definitions, the general structure and function of the System of Schemes of Actions and Operations on Symbols and Signs. It is this system that furnishes the elements that make possible the diverse structures necessary for the knowledge of the epistemic subject, the subject of knowledge, the stages in their construction, and the attribution of significations to objects, to situations, and to the actions and operations of the subject itself.

Leitura Literária em sala de aula: a prática colaborativa no Ensino das Estratégias de leitura

Este artigo é fruto de reflexões oriundas de uma pesquisa, em andamento, a partir de observação acerca do trabalho pedagógico relacionado à literatura infantil nos anos iniciais do ensino fundamental em uma escola pública, municipal, do Estado de São Paulo. Compreendemos que aprender a ler não é uma prática natural, espontânea, mas uma prática cultural criada pelo homem e, por isso, deve ser conteúdo escolar. Neste sentido, cabe ao professor ensinar a seus alunos atitudes, escolhas, ou seja, ações intelectuais que permitam ao leitor mirim colocar a compreensão como objetivo de sua leitura e que aprenda a mobilizar várias estratégias de leitura para atingir esse objetivo, uma vez que os dados revelados pela pesquisa “A Literatura na escola: espaços e contextos – a realidade brasileira e portuguesa” mostram que, apesar dos investimentos em programas de fomento à leitura, como, por exemplo, o Programa Nacional de Biblioteca na Escola – PNBE, nossas escolas, em sua grande maioria, não conseguem formar leitores qualitativamente melhores.Visto a necessidade de (re) pensarmos as práticas relacionadas à leitura e, especificamente, à leitura literária, nossa discussão se dirige a questões referentes ao modo como a leitura e o livro de literatura infantil são trabalhados, por professores e seus alunos, em sala de aula, e a influência dessas práticas no processo de atribuição de sentido das crianças ao que seja o ato de ler, bem como em relação a sua própria identidade de leitores em formação. O debate gerado pela pesquisa que deu origem a este texto evidencia o quanto as crianças sentem-se capazes e ativas em seu processo de apropriação da leitura literária decorrente do trabalho pedagógico relacionado à literatura infantil por meio da abordagem do ensino de estratégias de leitura.

Formação de professores para o ensino inicial da leitura e da escrita, na década de 1880, em São Paulo-Brasil

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

Filme O Jardim Secreto: uma experiência com a leitura das legendas cinematográficas

By analyzing the pedagogical practices in respect of acts of reading in the current context of school education institutions vital, it is clear that they are linked to decipher. But it is believed that for the student to learn to read is necessary dialogue with the text, attribute meaning to writing and comprehension. When thinking about the use of technologies such as film subtitles, it is believed that they allow readers to form since they require a quick read without using the decryption with the attribution of meaning to follow the entire course of the film. This paper aims to present and analyze a film session the project subtitled and dubbed films in public schools and training of the reader, which investigates the contributions of cinematic legends in training readers in elementary school. In this paper we present data on the session of the film The Secret Garden, with students between six and ten years old in a public school in Marilia, SP. The session took place in film school, in a room adapted. When analyzing the results, we observed that reading subtitles contributes to children are not attached to decipher, because we used reading strategies to understand the plot and tried to dialogue with the text. This approach not only contributes reader for reading the screens, but also in fixed supports, for developing specific tactics for the scrolling text which can be applied to the texts on the immobilized support.

Desenvolvimento e validação de método analítico empregando cromatografia gasosa ultrarrápida para quantificação de teor total de ésteres em amostras de biodiesel

Pós-graduação em Química - IQ

Sirex noctilio (Hymenoptera: Siricidae) e seus inimigos naturais em Pinus taeda e caracterização morfológica de Deladenus siricidicola

Pós-graduação em Agronomia (Entomologia Agrícola) - FCAV

Relação entre potenciais evocados auditivos de média latência e distúrbio de processamento auditivo: estudo de casos

The Auditory Evoked Middle Latency Response is one of the most promising objective tests in audiology and in revealing brain dysfunction and neuro-audiologic findings. The main advantages of its clinical use are precision and objectivity in evaluating children. This study aimed to analyze the auditory evoked middle latency response in two patients with auditory processing disorder and relate objective and behavioral measures. This case study was conducted in 2 patients (P1 = 12 years, female, P2 = 17 years old, male), both with the absence of sensory abnormalities, neurological and neuropsychiatric disorders. Both were submitted to anamnesis, inspection of the external ear canal, hearing test and evaluation of Auditory Evoked Middle latency Response. There was a significant association between behavioral test and objectives results. In the interview, there were complaints about the difficulty in listening in a noisy environment, sound localization, inattention, and phonological changes in writing and speaking, as confirmed by evaluation of auditory processing and Auditory Evoked Middle Latency Response. Changes were observed in the right decoding process hearing in both cases on the behavioral assessment of auditory processing; auditory evoked potential test middle latency shows that the right contralateral via response was deficient, confirming the difficulties of the patients in the assignment of meaning in acoustic information in a competitive sound condition at right, in both cases. In these cases it was shown the association between the results, but there is a need for further studies with larger sample population to confirm the data.

Carcinoma de células de Merckel humano e sua potencial associação com o recémdescrito poliomavírus MCPyV: avaliação preliminar de biopsias e análise de casualidade

Neoplasias malignas da pele são os cênceres mais comuns da espécie humana. No entanto há tipos raros como o Carcinoma de células de Merkel (CCM), cuja incidência tem aumentado em todo mundo. O CCM possui curso agressivo, com freqüente envolvimento de nódulos linfáticos regionais e metástases à distância. Adicionalmente, afeta predominantemente idosos e imunocomprometidos, fato que levou-se a suspeita de uma possível etiologia infecciosa para essa neoplasia. Nesse foi-se isolado e descrito o MCPyV, um novo poliomavirus humano, diretamente de células tumorais do CCM. O objetivo do presente trabalho é dar continuidade à pesquisa desse novo vírus apresentando dados iniciais da pesquisa do MCPyV em número significativo de casos de CCM de pacientes brasileiros. Para tanto, foram analisadas 24 biópsias de CCM fixadas e incluídas em parafina, das quais foram extraído o material genômico e o produto submetido à PCR convencional com três pares de iniciadores descritos pela literatura (LT1, LT3 e VP1), com a finalidade de se detectar segmentos do vírus. No presente estudo o genoma viral foi detectado em 11/24 (45,8%) das amostras avaliadas, sendo que a positividade para cada par de iniciadores foi de 4/24 (16,7%) para LT1, 11/24 (45,8%) para LT3 e 4/24 (16.7%) para VP1. Essas freqüências são menores do que a relatada pela literatura e essa diferença pode ser devida a diferença nas amostras analisadas e nas técnicas empregadas. Outros estudos são necessários para comprovar a relação de causalidade, assim como desvendar o ciclo do MCPyV

Resultados das intervenções educativas em farmacovigilância: uma revisão sistemática

A notificação espontânea por profissionais da saúde é o principal método de avaliação do risco/benefício da utilização de medicamentos, pois permite a análise da frequência, gravidade e expectativa dos eventos adversos a medicamentos (EAMs). No entanto, a principal limitação deste método é a subnotificação dos casos, causando grandes impactos na saúde pública, tais como gastos desnecessários para as instituições e diminuição da segurança do paciente. A fim de identificar técnicas de intervenção educativa efetivas no incentivo à notificação espontânea por profissionais da saúde nos diferentes níveis de atenção, realizou-se revisão sistemática nas bases de dados PUBMED, PAHO, LILACS e EMBASE no período de novembro de 2011 a janeiro de 2012, com posterior atualização em março de 2013, por meio da utilização de descritores científicos em farmacovigilância, buscando-se identificar estudos originais que avaliaram o impacto da intervenção educativa desenvolvida. Pela estratégia elaborada, foram identificados 101 artigos, dos quais 16 contemplaram os critérios de inclusão. A maioria dos estudos inclusos foram conduzidos na Europa (14), e a maioria das intervenções foi destinada ao nível terciário de atenção à saúde (11) e principalmente aos médicos (12). As técnicas efetivas de intervenção educativa identificadas foram multifacetadas, resultando no aumento do número absoluto, porcentagem ou taxa de notificação espontânea, além de melhorar a qualidade dos relatos de reações adversas a medicamentos (RAM): graves, inesperadas, relacionadas a medicamentos novos e com alta causalidade. Ademais, faz-se necessária educação permanente dos profissionais para maior adesão à farmacovigilância e contribuição para o gerenciamento de riscos

A leitura na perspectiva de Bakhtin e suas possibilidades na formação do leitor: na educação infantil e no primeiro ano do ensino fundamental

Overall, in Brazilian schools, the concept of reading does not take into account its possibilities and its meaning for life. But read is assigning meaning to something , make sense, interact with the text read. Thus, the present study addresses the mechanical reading, that without contextualization, performed on a technique by joining letters and syllables loose and also reading social use, consisting of statements, dialogism , polyphony and heteroglossy. It is known that the mechanical reading brings undesirable consequences, including learning problems, such as lack of attention, concentration, memory, imagination. When the reading is taught in a systematic way, with only the goal of the code decoding of written language, destroys social perspectives and intellectual development. It is common, when you offer the children a book, there the difficult disinterest of textual interpretation, because there is no attribute meaning to the content, and even the ability to interact with the text. With the interest in studying the dialogic reading this and the statements and genres, the present study was based on several authors: Bakhtin (1988, 2000), Schneuwly and Dolz (2000), Faraco (2009) and Ponzio (2009) Jolibert (1994), Bajard (2002; 2007) Foucambert (1997) Martins ( 1985) and Smith ( 1999). Aim for this study the following research question: what are the contributions of Mikhail Bakhtin's theory to the teaching of reading from kindergarten through the first grade of elementary school? Our hypothesis is that if they are guaranteed to pre -school and elementary school beginners diversified materials and new approaches in teaching reading and encouragement to her, will be developed in children a taste for the act of reading, so that they can assign meaning and significance, making reading part of their lives...