Insights of meso and micro-scale processes for the Caxiuanã forest region from high resolution simulation

Dados meteorológicos e simulações numéricas de alta resolução foram usados para estimar campos espaciais na região leste da Amazônia onde se situam a Floresta e a Baía de Caxiuanã, no Estado do Pará. O estudo foi feito para o período de Novembro de 2006, quando foi realizado o experimento de campo COBRA-PARÁ. Análises de imagens do sensor MODIS mostram a ocorrência de vários fenômenos locais como avenidas de nuvens, sistemas convectivos precipitantes, e importante influência das interfaces entre a floresta e as superfícies aquáticas. Simulações numéricas para o dia 7 de novembro de 2006 mostraram que o modelo representou bem as principais variáveis meteorológicas. Os resultados mostram que a Baía de Caxiuanã provoca importante impacto nos campos meteorológicos adjacentes, principalmente, através da advecção pelos ventos de nordeste que induzem a temperaturas do dossel mais frias a oeste da baía. Simulações de alta resolução (LES) produziram padrões espaciais de temperatura e umidade alinhados com os ventos durante o período diurno e mudanças noturnas causadas principalmente pela presença da baía e chuvas convectivas. Correlações espaciais entre os ventos de níveis médios e os fluxos verticais de calor latente mostraram que existe uma mudança de correlações negativas para as primeiras horas do dia passando para correlações positivas para o período da tarde e início da noite.

Serviço social, educação e complexidade: um diálogo com o homo complexus professor

Pós-graduação em Serviço Social - FCHS

Avaliação da variabilidade genética em uma população base de Eucalyptus camaldulensis Dehnh para fins de conservação e melhoramento genético

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

Os conteúdos e a prática pedagógica dos professores de educação física: análise do currículo do estado de São Paulo

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

Estudando geometria através de dobraduras

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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.

Avaliação clínica, videolaringoscópica e vocal perceptivo-auditiva e acústica de professores disfônicos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Rigidez dos triângulos

Pós-graduação em Matemática em Rede Nacional - IBILCE

Portas entreabertas: em busca de uma educação sensível a partir das imagens, espaços e narrativas com teatro-educação

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Hip hop na escola: para além da proposta curricular do Estado de São Paulo

Since 2008 the Department of Education of the State of São Paulo implemented the curriculum for elementary and high school. Within the discipline of Physical Education, Hip Hop appears as a theme for the ninth year pertaining to the content of rhythmic activities. However, there seems to be difficulties of teachers and their training against such content. Therefore, this research has developed a textbook to support didactic teaching for physical education teacher about Hip Hop in school. For this we conducted a literature review, which were selected several studies that sought to investigate the main difficulties of the physical education teachers, as well as those who had the Hip Hop theme, so that the material could meet the real difficulties of these professionals. Furthermore, we analyzed textbooks from other disciplines will be considered as the experiences of the researcher with the contents of dancing. Thus, we found some difficulties in the analysis of textbooks in the area of Physical Education, since there is a certain shortage of materials, as well as related specifically to Hip Hop. From the investigations, the book was prepared by selecting subtopics important to treat this content teachers in the school, for example, the story, the basic features and steps. It is understood, therefore, that this type of work is very important for Physical Education Teachers considering the difficulties facing the contents of Hip Hop and can contribute more effectively to their inclusion in the school context

A ginástica no ensino fundamental e médio na cidade de Rio Claro/SP: a perspectiva dos alunos

The Gymnastic as a manifestation of the Body Culture Movement should be part of the contents worked in scholar Physical Education, throughout the process of Basic teaching. However, according to studies conducted by researchers from academic Gymnastics school knowledge involving the gymnastics have been tentatively taught in school by numerous factors. For this, the objective of this research was to understand and analyze the opinion of students in middle and high school about gymnastics classes developed with the involvement of graduation scholarship holder and the coordination of the project Gymnastics Goes to School from the UNESP/Campus Rio Claro “Núcleos de Ensino”, in 2012. This research used a questionnaire with topics about the Gymnastic with options: Never Practiced, Like a Lot, Like, Am Indifferent, Dislike, Hate with a space for writing and drawing, relevant to the research objectives. The research was performed with 79 students in middle and high school. With data analysis, it was observed that the students identified themselves more with the Artistic Gymnastic, followed by Rhythmic and Acrobatic Gymnastic and, at last, the General Gymnastic, both through the questionnaire and trough the drawings, which goes against the results from the article published in 2010 by Pereira et al, entitled The students detest the contents gymnastic in physical education classes: motives and alternatives, where the students understand the gymnastics activities only as support, abdominal and stretching. Therefore, to have a real understanding of gymnastics in school, there is a need for teachers to explain and develop the contents gimmicks, so the students could understand the difference among Gymnastics activities and, at the same time, discovering the pleasures of this body practice

Inserção do ensino de astronomia como componente importante para a formação continuada de professores

According to the Brazilian National Curriculum Parameters (PCN), the teaching of astronomy must provide subjects to the teaching/learning processes of basic education, acquisition of skills and competencies in order to form a critical, reflective and conscious citizen. Several surveys on teaching astronomy show that some changes need to be made in educational, aiming to provide to participants (students and teachers) of the teaching/learning real and significant conditions of knowledge aiming to astronomy. Thus, by prior construction, implementation and evaluation, of a course on astronomy, thought and implemented by the author in a public school in elementary school and high school in a town in São Paulo state, aimed to this work: know the challenges that teachers face in teaching Astronomy and identify possible contributions in formative processes of these teachers in service. So, the study revealed that teachers have many difficulties to teach the concepts of astronomy because of the deficit in their formations, both in specific and pedagogical knowledge that was the main problem pointed out by them. In view of this, it was possible to say here that the lack of specific knowledge about astronomy and pedagogical knowledge of how to teach this area are two hotspots in the dynamics of these school teachers who have the challenge of teach an area that really do not know

O Teorema de Pitágoras: alternativas de demonstrações

Pós-graduação em Matemática em Rede Nacional - IBILCE

Uma proposta de oficina de coloração de mapas e grafos para o ensino fundamental e médio

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O Programa Bolsa Família: contexto, propostas e seus resultados sobre a educação nos municípios brasileiros entre 2010 e 2012

Pós-graduação em Economia - FCLAR