Influência de diferentes métodos de esterilização de esmalte dental sobre a sua morfologia, composição química, estrutura e formação de biofilmes in vitro

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

Análise da estrutura genérica das instruções na fala do professor de inglês: contribuições para o teste oral do Epple

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Síntese, Caracterização Estrutural e Análise do Potencial Catalítico, para a Preparação de Biodiesel, de Niobatos Não Estequiométricos com Estrutura Tungstênio Bronze

Pós-graduação em Química - IBILCE

Influência de tratamentos termo-mecânicos na estrutura e microestrutura da liga Ti-10%pNi obtida por fusão a arco

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Identificação de SNPs para uma anomalia de desenvolvimento em E. grandis e seus efeitos na estrutura proteica e interatoma

Pós-graduação em Ciências Biológicas (Genética) - IBB

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

Reforma agrária e estrutura fundiária no Brasil: uma análise a partir do I Plano Nacional de Reforma Agrária

Pós-graduação em Economia - FCLAR

Projeto pedagógico e estrutura curricular de um curso de odontologia: análise crítica fundamentada na percepção acadêmica

Considering that the current pedagogical project for the Dentistry course at FOA-Unesp was structured in 2001, a year before the national resolution that introduced the new curricular guidelines for the dental field, the aim of this study was to analyze critically this document and assess the academic perception of the pedagogical project, as well as the current curricular structure. A previously tested and validated semi-structured questionnaire was used to obtain the needed information, and a documentary analysis was conducted. The questionnaire was drafted based on data from the National Curricular Guidelines (DCN) and Unified Health System (SUS) guidelines. The sample consisted of almost all the graduating students of 2007 (n = 61). Of these, 95% had no knowledge of the pedagogical project for the undergraduate course; 53% found the integration between the disciplines offered by the course insufficient; 66% pointed out that there was duplication of the revised contents; 41% said that the interdisciplinary relation was unsatisfactory, and 67.2% said they preferred the modular system of teaching. Furthermore, 55.7% of the students said that that the course does not fully cover the principles of completeness and resolution of actions, and 37.7% pointed out that clinical care was not humanized. As for the competence and skills needed to exercise the profession, the students admitted feeling secure about carrying out preventivecurative clinical actions, and feeling insecure about developing broad ranging actions, like managing and planning. Analysis of the documents showed a certain disagreement in the organization of the pedagogical project and the curricular structure, when confronted with the course of action set down by the National Curricular Guidelines. The data prove the urgent need to restructure the FOA-Unesp curriculum and confirm the importance of a continuous evaluation in higher education.

Estrutura e funcionamento da alça microbiana nos sedimentos da Baía do Araçá, São Sebastião - SP

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O efeito da estrutura da matriz na percepção de aves na paisagem

Pós-graduação em Ciências Biológicas (Zoologia) - IBRC

Efeitos do chá mate (llex paraguariensis) na estrutura óssea de ratas na perimenopausa

Pós-graduação em Ciências Fisiológicas - FOA

Estrutura da população e epidemiologia de Moniliophthora roreri no Magdalena Medio Colombiano

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Estrutura de conteúdos educativos para TV Digital: um modelo de referência

This paper proposes a model of educative content structuring for interactive digital television programs. Its intent was to provide references for collaborative production processes and content organization in learning networks associated with university and educative television broadcasting services. The model defines terms, actors, events, environments, as well as content categories, classes and attributes, indicating criteria for their synchronic or asynchronic association in a dynamic television schedule. The model is presented in both descriptive and visual formats, with the use of conceptual maps. The results indicate that interactive use of digital television in education requires systematic content models covering communitarian participation in both media production and distribution processes, in order to enhance learning instruments beyond vertical, hierarchical and centralized communication sustained by traditional broadcast channels.

A lógica matemática da arte ornamental: uma relação de equivalência a partir da estrutura atômica dos cristais

Based in aesthetic relationship between concepts of content and form intends to establish an relationship of analogy between ornaments and crystals. With the objective of building an theoretical investigation of relating the dynamics that happens in the crystals´ atoms to the symmetrical intervals of the ornamental patterns, it tries to draw a reasoning line that is going from the ‘Idea’ of Plato and ‘poiésis’ of Aristotle, until Hegel's philosophical enlargement, that admits the aesthetics as a science of the art integrated in a metaphysical process. Inherent to this question intends, in interrelation terms between aesthetics and metaphysics, content as being intelligent beginning, energy, and form as primitive element, matter, in order to evidence the possibility to calculate the same present symmetries in the ornamental arts like in the nature.