901 resultados para ATTENTION SHIFT


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CCTO thin films were deposited on Pt(1 1 1)/Ti/SiO2/Si substrates using a chemical (polymeric precursor) and pressure method. Pressure effects on CCTO thin films were evaluated by X-ray diffraction (XRD), field emission scanning electron microscopy (FE-SEM) and optical properties which revealed that a pressure film (PF) is denser and more homogeneous than a chemical film (CF). Pressure also causes a decrease in the band gap and an increase in the photoluminescence (PL) emission of CCTO films which suggests that the pressure facilitates the displacement of Ti in the titanate clusters and the charge transference from TiO6 to [TiO5V0z], [TiO5V0z] to [CaO11V0z] and [TiO5V0z] to [CuO4]x. © 2013 Elsevier B.V. All rights reserved.

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Includes bibliography

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Pós-graduação em Matemática - IBILCE

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This issue of the FAL Bulletin proposes a paradigm shift away from the traditional approach to transport policy in the region, so as to better address issues associated with development. It suggests working towards an integrated and sustainable infrastructure, logistics and mobility policy structure based on the principle of co- modality.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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

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

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

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This study aim to verify the use of learning strategies in students of the elementary level presenting interdisciplinary diagnosis of attention dei cit hyperactivity disorder (ADHD). Nine students, male gender, attending 3rd to 9th grade level of the elementary level, average age 10 years and 7 months, presenting interdisciplinary diagnosis of attention dei cit hyperactivity disorder (ADHD). h e students were submitted to the application of the Evaluation of Learning Strategies from elementary level – EAVAP-EF – scale, which aimed to evaluate the strategies reported and used by students in situation of study and learning, as follows: cognitive strategies, metacognitive strategies and absence of dysfunctional metacognitive strategies. h e general result at EAVAP-EF scale, showed that students with ADHD reached the percentile 25%, considered as low performance in the use of the learning strategies. For the variable absence of dysfunctional metacognitive strategies, the students presented percentile 30%, percentile 25% for cognitive strategies and 55% for metacognitive strategies. h e results showed that ADHD students do not use ef ectively the learning cognitive and metacognitive strategies and present the use of dysfunctional metacognitive strategies. h ese alterations match with the framework of ADHD because the entry of information, either visual or auditory, showed alterations, derived from inattention, which af ected the learning in classroom situation.

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

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By the end of the 1970´s, begins the Psychiatric Reform Movement, whose development was the beginning of the construction of a new model, here termed Psychosocial Attention, to substitute the traditional psychiatric model. As such, aspires to be a process of paradigm shift and, therefore, requires transformations in the fields: theoretical-conceptual, technical-assistance, legal-political e sociocultural. This qualitative study composes a research which sought to ascertain the scientific production on the topic conducted by psychology, from the implementation of the Brazilian National Health System and the creation of new services to mental health care. In this sense, it proposed to investigate how the papers published in journals of psychology found in the database LILACS, since 1990, contribute to the process of building a new model that actually replace the so-called traditional psychiatric model.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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A class of light-cone integrals typical to one-loop calculations in the two-component formalism is considered. For the particular cases considered, convergence is verified though the results cannot be expressed as a finite sum of elementary functions. © 1988 American Institute of Physics.

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

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