Desenvolvimento de software utilizando a técnica sph (smoothed particle hydrodynamics) na geração de ondas de submersão

Pós-graduação em Engenharia Elétrica - FEIS

Levantamento sobre uso de álcool, tabaco e outras drogas, redes de apoio e apoio social entre universitários

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

Extração de conhecimento em bases de dados espaciais: algoritmo CHSMST+

Pós-graduação em Ciência da Computação - IBILCE

Um modelo bi-nível para o investimento multi-etapa em capacidade de transmissão e geração de energia elétrica em mercados competitivos

Pós-graduação em Engenharia Elétrica - FEIS

Conversor para pulsos elétricos de alta tensão, de curta duração, para processos de geração de ozônio

Pós-graduação em Engenharia Elétrica - FEIS

Geração de energia sustentável

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Competência em informação na construção da inteligência competitiva nas organizações: o caso da empresa Mizumo

Pós-graduação em Ciência da Informação - FFC

O núcleo de apoio à saúde da família (NASF) como mobilizador da práxis psicossocial

Pós-graduação em Psicologia - FCLAS

Em busca do futuro perdido: a tarefa política da nova geração

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

Determinação de áreas prioritárias para o restabelecimento da cobertura florestal, apoiada no uso de geotecnologias

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

A influência da cultura e da comunicação para a geração de conhecimento em contexto organizacional

In the organizational context culture and communication are fundamental to the processes of appropriation, sharing, generation and use of knowledge. However, in organizations, it is evident that there is little awareness about the influence of information culture and informational communication in the scope of knowledge management. In this perspective and considering the theoretical context, we analyze the influence of culture and communication in the construction of knowledge in an organizational context. This study presents a qualitative research covering national literature focusing theoretical literature published about this thematic. Analyzing this literature we have verified that without an appropriate information culture and an appropriate information communication favoring the organizational processes, hardly the managers would reach the purpose of stimulating knowledge creation within the organization's environment. In conclusion we consider that culture and communication are the foundations for the effectiveness of activities that occur within the context of knowledge management.

Postura sentada de crianças com paralisia cerebral: influência da utilização do apoio de membros superiores

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

Desempenho de escolares de ensino público com e sem dificuldade de aprendizagem em habilidadefonológica, nomeação rápida, leitura e escrita

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

Caracterização do desempenho de crianças com dislexia do desenvolvimento em tarefas de escrita

INTRODUCTION: developmental dyslexia is characterized by impairment in reading and writing of simple words often involving deficits in phonological decoding and spelling. It affects individuals without sensory disabilities, free of significant emotional commitment and adequate educational opportunities. OBJECTIVE: to characterize the performance in activities related to writing observed in children with developmental dyslexia. METHOD: a total of six children (boys and girls) from 3rd to 7th grade from public schools in a city in the state of Sao Paulo, eight to thirteen years of age, participated in this study. Data were collected in CEES - Centro de Estudos de Educação e Saúde of UNESP - in Marília -SP in writing tasks. The results were analyzed descriptively by the score in percentage of correct answers. RESULTS: children with developmental dyslexia presented alterations in relation to the activities: writing of isolated words and writing of dictated words were below expectations for the education level, presenting phonological and orthographic changes. CONCLUSION: it is important that children with school problems make a more specific evaluation concerning these tasks.

Aplicação do modelo de tutoria em tarefas de leitura e escrita para criança com dislexia do desenvolvimento

Developmental dyslexia is characterized by impairment in reading and writing as a result of changes in the cognitive-linguistic behavior. The goal of the research was to analyze and compare the performance on tasks of reading and writing in children with developmental dyslexia after a mentoring program. Participated in this study 15 children of both genders from 3rd to 7th grade public schools of a city in the State of São Paulo, with average age (M = 9.4) and (DP = 1.08) divided into GIexperimental group (7 children who received intervention) and GII – control group (8 children did not receive the intervention, they were matched according to sex and age group with GI). The children were subjected to the diagnostic survey of reading and writing and to the intervention program in Reading Recovery tutoring. The data regarding reading and writing tasks related to mentoring program were collected in CEES-Centro de Estudos de Educação e Saúde da UNESP. The results revealed statistically significant difference between the GI and GII, where children with dyslexia in the GI showed superior performance on the task of reading words and reading the book I in relation to children of the GII. It was concluded that the GI introduced significant advances compared to GII that did not receive mentoring intervention, demonstrating that due to variability of cognitive-linguistic profile of children with dyslexia, it is necessary to develop, mainly, in the school context programs with specific difficulties that focus on interventions of this population.