Flashover phenomenon: an analysis with influence of the thickness of the layer pollution of the high voltage polluted insulators

Results of the analysis of dynamic behavior of flashover phenomenon on the high voltage-polluted insulators are presented. These results were taken from a mathematical and an experimental model that introduce the variable thickness influence of the layer pollution deposited on the high-voltage insulator surface. Analysis of the flashover was done by way of introducing a variation in the thickness of the channel of Obenaus' model, simulating a layer pollution of variable thickness. The objective was to obtain a better reproduction of the real layer pollution deposited on the insulator that works in the polluted regions. Two types of thickness variations were used: a sudden variation, using a step; and a soft variation, using a ramp; that were put along the way of the discharge. Comparison between the mathematical and experimental models showed that introduction of a ramp makes Obenaus' model more efficient in analyzing behavior of flashover phenomenon.

Crystal structure of Staphylococcus aureus exfoliative toxin D-like protein: structural basis for the high specificity of exfoliative toxins

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

Física e música: o uso de canções como ferramenta auxiliar no ensino de física

In this work we present a didactic proposal to use song lyrics for Physics Teaching aimed to High School level. Based on the work proposed by Zanetic (1990) that Physics is also Culture, we understand that its influence extends beyond the scientific boundaries, reaching spheres of knowledge where its presence is less obvious, such as the arts, especially Music. Based on proposals for Ramos and Gomes (2013), activities were conducted in two groups of second year of high school in the city of Rio Claro, each with an approach. In one of the classes the students received as material the lyrics of the songs printed and the other students were given a table along with the lyrics. In these materials the students identified physical concepts present in the songs Nuclear Shelter of the São Paulo band Premeditando the Breque and Manhattan Project of the Canadian band Rush. We observed during activities an improvement in the participation of students in theoretical discussions, probably due to a more favorable context for students to express themselves assigned by us to the activities with the songs. After performing the activities we demonstrated that you can enter the Music in the classroom not only as entertainment but as an aid in research and understanding of physical concepts

A educação a distância e a formação continuada de professores de matemática: contribuições de um contexto formativo para a base de conhecimento docente

Pós-graduação em Educação - FCT

O ensino de estrutura da matéria na disciplina de física: uma análise de estruturas conceituais para a modelagem do currículo

Pós-graduação em Educação para a Ciência - FC

Aplicações das Cadeias de Markov para o Ensino Médio

Pós-graduação em Matemática em Rede Nacional - IBILCE

Physics teachers initial education and professional performance: what do future teachers have to say?

This research deals with the discussion about Physics teachers’ undergraduate education and professional performance related to the knowledge acquired during this initial education. More specifically, we try to answer questions like: How do future teachers evaluate the knowledge acquired during their initial education as in terms of specific knowledge as pedagogical knowledge? What are their formative needs and future expectatives about professional performance and the school teaching environment? Data was constituted from a sample of 26 future high school physics teachers, one semester long, that were taking the supervised curricular training in a undergraduate Physics education program (called Licenciatura in Brazil), in São Paulo State public university. Besides the final report of this training, future teachers were asked to answer a questionnaire aiming to take their conceptions about their initial education program, their formative needs, future professional expectatives and high school teaching environment. According to the future teachers, the program they were about to finish was satisfactory in terms of Physics specific contents; however, about the pedagogical content knowledge and the pedagogical practice, they showed to be unsatisfied and insecure. The majority of the questionnaire responses demonstrated that they feel lack of teaching experience. Moreover, teachers emphasize other factors related to the future professional performance: possible difficulties to deal with students’ indiscipline, schools’ bad physical structure, limited number of Physics classes in high school level, lack of didactical laboratories and also they seem to be frightened that the expertise teachers do not be collaborative with the new ones. In this sense, the research outcomes shows the necessity of discussions about questions involving teachers knowledge, related to either, the Physics conceptual domain and the pedagogical one, since it matters directly to future teachers professional performance. Discussions in this sense can also help evaluation and restructuration of programs designed to initial and continuous teachers’ education.

Física Moderna e Contemporânea no ensino médio e a formação de professores: desencontros com a ação comunicativa e a ação dialógica emancipatórias

Taking into consideration various argumentation perspectives, the introduction of Modern and Contemporary Physics at High School level has been defended by various researchers. In the present qualitative nature research, we heard and interpreted ten High School physics teachers’ discourses, aiming to analyze how their initial education, regarding to Modern and Contemporary Physics, was based in a rationality which matches with the communicative and the dialogical actions. Teachers of our sample were individually interviewed and, at that time, they had finished their initial undergraduate program at least five years before. Teachers’ discourses interpretation was supported by some French school discourse analysis’ concepts, Jürgen Habermas’ communicative action, Freire’s dialogical action, as well as teachers’ education research critical referential. The discourses interpretations evidenced that these teachers’ education, with respect to Modern and Contemporary Physics, was mainly based in technical-instrumental rationality basis. This perspective did not help teachers’ autonomy construction in order to work these subjects in their classes, mainly in a perspective coherent with the teachers’ emancipation, producing reflexes in classroom physics teaching. The study evidenciates the necessity of future teachers’ professors revise theirs teaching practice, as well studying other curricular structures, regarding to Modern and Contemporary Physics teaching.

Educação, Estado e Poder: o ensino médio em debate na Revista Brasileira de Estudos Pedagógicos (1962-1972)

Pós-graduação em Educação - FFC

Uma análise da proposta de formação técnica para o processo de transição agroecológica na escola José Gomes Da Silva, MST-PR

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O ensino de sistemática e taxonomia biológica no ensino médio da rede estadual no município de São Carlos - SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Avaliação das ações de alimentação e nutrição na atenção primária a saúde no estado de São Paulo

Pós-graduação em Alimentos e Nutrição - FCFAR

Práticas Pedagógicas com uso das TIC declaradas por Professores de Matemática do Ensino Médio no contexto do novo Currículo do Estado de São Paulo

Pós-graduação em Educação - FCT

William Boyce White, Jr. Papers - Accession 1488

The William Boyce White, Jr. Papers consists of his genealogical research as well as his research related to the history of York County and Rock Hill, SC. The papers also include records and manuscripts relating to several of his published works. Mr. White is a Rock Hill native and taught at the Winthrop Training School (WTS) from 1958-1965 and taught at Rock Hill High School following the closing of the high school portion of the WTS. He also taught in Clover before coming to Winthrop. He was the organist at First Presbyterian Church in Rock Hill from 1945 until he moved to Virginia. His interest in local history covers the Rock Hill train depot (included in the collection is a tintype of the original depot ca. 1860s), Colonel William Hill, the Catawba River, Catawba Indians, Rock Hill and York County schools, historic homes (includes several photographs, many of which were used by Elizabeth Reed in her long running series on historic homes in Rock HillEvening Herald), local churches, as well as Rock Hill, Fort Mill, Blackstocks, and York County in general. Of special interest is a copy of the Indian Land Chronicle dated January 21, 1859. Only three copies of the Chronicle are known to exist in the state of South Carolina. The genealogical research conducted by Mr. White covers many of the prominent names of York County and of South Carolina in general. Below is a list of the prominent family names covered in Mr. White’s research: Anderson; Bankhead; Barringer; Bell; Black; Button; Campbell; Carpenter; Coffey; Cowan; Crawford; Culp; Davis; Fennell; Fewell; Graham; Hanna; Hayes; Hill; Hutchison; Irwin/ Erwin; Johnson; Lee; Martin; Massey; McClain; McConnell; McCullough; McFadden; Miller; Mobley; Morrow; Neely; Neil; Patton; Pettus; Plexico/Plaxco; Rives; Robinson; Roddey; Setzer; Stephenson; Strait; Sturgis; Sutton; Templeton; Waggoner; Wallace; Wherry; White; Williams; Williamson; Workman; Wylie.

Departmentalization in the 5th Grade Classroom: Re-thinking the Elementary School Model

In this action research study of my 5th grade classroom, I investigated the benefits of a modified block schedule and departmentalization. The research consisted of dividing the 5th grade curriculum into three blocks. Each block consisted of two primary subject areas: Mathematics was paired with Social Studies, Reading was paired with Health, and Writing was paired with Science. These groupings were designed to accommodate district time-allotment requirements and the strengths of each teacher within the 5th grade team. Thus, one teacher taught all of the Mathematics and Social Studies, another all of the Reading and Health, and another all of the Writing and Science. Students had classes with each teacher, each school day. I discovered that this departmentalization had many benefits to both students and teachers. As a result of this research, we plan to continue with our new schedule and further develop it to more fully exploit the educational and professional advantages we found to be a part of the project.