En el artículo se analiza con detalle el elemento remunerativo de la prestación de trabajo, a través de una perspectiva crítica respecto de la definición misma de la remuneración y del tratamiento práctico de algunos de los conceptos que se encuentran calificados como no remunerativos en los artículos 19 y 20 del TUO de la Ley de Compensación por Tiempo de Servicios (TUO LCTS). En un primer momento, a partir de la regulación infra constitucional, se estableció una definición del concepto de remuneración y, por oposición, se determinó en qué momento y en qué condiciones se presentan las percepciones no remunerativas, desde el prisma de las normas laborales y tributarias. Así, una vez determinados los conceptos claves, se trazó una revisión de los conceptos no remunerativos regulados en los artículos 19° y 20° del TUO LCTS, analizando si cada uno de ellos tiene o no un carácter taxativo y cerrado, y se procedió a desarrollar de manera crítica algunos de los conceptos más destacados en dichas normas. Finalmente, se concluye si ciertos conceptos reseñados tienen o no visos de contraprestatividad y si, ante la dificultad de determinar la proporción remunerativa que poseen, el Legislador haya optado por excluirles legalmente de dicha categoría. Ante ello, se determinaron las consecuencias que surgen de que un concepto sea calificado como remunerativo y cuál de los dos sujetos de la relación laboral resulta más favorecido con este tratamiento. Asimismo, se plantea si existen otras alternativas a la exclusión de estas percepciones de la noción de remuneración, formulando una propuesta que busque evitar que se desincentive el otorgamiento de estos conceptos, sin que ello implique necesariamente una incidencia negativa en la cobertura en pensiones de los trabajadores.

The world of power systems is ever changing; ever evolving. One such evolution was the advent of Phasor Measurement Units (PMUs). With the introduction of PMUs in the field, power system monitoring and control changed for the better. Innovative and efficient algorithms that used synchrophasors came to be written. To make these algorithms robust, it became necessary to remove errors that crept into the power system with time and usage. Thus the process of calibration became essential when practical decisions started being made based on PMU measurements. In the context of this thesis ‘calibration’ is the method used to estimate a correction factor which, when multiplied with the respective measurement, negates the effect of any errors that might have crept into them due to the instrument transformers located at the inputs of a PMU or the PMU device itself. Though this thesis mainly deals with the calibration of instrument transformers, work has been done previously for calibrating other components of a power system. A brief description of those methods have been provided along with a history on instrument transformer calibration. Three new methodologies for instrument transformer calibration have been discussed in details in this thesis. The first method describes how only voltage transformers can be calibrated by placing optimal number of good quality voltage measurements at strategic locations in the grid, in presence of ratio errors in the instrument transformers and Gaussian errors in the PMUs. The second method provides a way to calibrate all instrument transformers (both current and voltage) in presence of only one good quality voltage measurement located at the end of a tie-line. This method assumes that all the instrument transformers have ratio errors and the PMUs have quantization errors. The third method attains the same objective as the second one, with the additional constraint that the data obtained from the field may be contaminated. Thus, the third method shows how calibration of all the instrument transformers can be done with data that is intermittent and is therefore, the most practical approach (of the three) for instrument transformer calibration. / Master of Science

Made available in DSpace on 2014-07-29T14:49:08Z (GMT). No. of bitstreams: 1 Karolina Martins.pdf: 1279583 bytes, checksum: e3f79660da8590979d7d0215fee2a08b (MD5) Previous issue date: 2010-05-21 / The object of this research is to apprehend (the) demonstration of science-technology-society (STS) interrelations during biology s teachers pedagogical practice from public school supported by the state of Goiás in Goiânia city. Since this research is about the practice of nine teachers of three schools seeking to highlight the complex relationship between teaching formation and the STS approach it was developed on a case study model. In order to construction of data, official documents which propose secondary school curriculum - exploratory questionnaire, semi structured interview and class notes were analyzed. To make the triangulation of the data possible, four analysis categories were used which are professional profile, aspects of pedagogical practice related to teaching methodologies, conceptions about the STS interrelations and STS demonstrations during pedagogical practice. The analysis also made possible the development of themes to elucidate aspects that are intrinsic to the approach of STS interrelation. The focus on STS interrelations is presented in official documents about secondary education by signs which demonstrate the need of problematizing a contextualized and interdisciplinary education. However, it is still notable some gaps on the approach and on the ambiguous concepts that allows practices that will perturb the achievement of goals of the proposed approach. As regards the concepts of teachers about the STS interrelation, it was elucidated that these interrelations are justified by the salvacionista s association of science, in linear interpretation of progress with technological innovations and therefore guaranteed by scientific-technological neutrality. Concepts that relate the use of technological artifacts as indicative approach of STS interrelation in educational field were also evidenced. Moreover, it was noticed in the teachers testimony, individual motivations that signs clearly the aspects needed to make focus on STS possible, including the need for a change in curriculum facing interdisciplinary practices. / Objetivamos com esta investigação apreender manifestações do enfoque das inter-relações Ciência-Tecnologia- Sociedade (CTS) na prática pedagógica de professores de Biologia da rede Estadual de Educação de Goiânia-GO. A pesquisa foi desenvolvida nos moldes do Estudo de Caso, por se tratar de uma investigação sobre a prática de nove professores de três escolas, buscando evidenciar a complexa relação entre a formação docente e a abordagem CTS. Para a construção dos dados, os instrumentos foram a análise dos documentos oficiais que propõem o currículo para o Ensino Médio, questionário exploratório, entrevista semi-estruturada e observação de aulas. Para a triangulação dos dados envolvemos quatro categorias de análise: Perfil Profissional; Aspectos da prática pedagógica relacionados às metodologias de ensino; Concepções sobre as inter-relações CTS; e Manifestações CTS na prática pedagógica. A análise também propiciou a elaboração de categorias temáticas para elucidar aspectos que estão intrínsecos à abordagem das inter-relações CTS. Evidenciamos que o enfoque CTS está presente nos documentos oficiais para o Ensino Médio por meio de sinalizações que demonstram a necessidade de um ensino contextualizado, problematizado e interdisciplinar. Contudo, ainda se percebem algumas lacunas quanto à abordagem e aos conceitos ambíguos que dão margem a práticas que vão de encontro aos objetivos do enfoque proposto. Quanto às concepções dos docentes sobre as inter-relações CTS, elucidamos que as mesmas estão fundamentadas na associação salvacionista da ciência, na interpretação linear de progresso com as inovações tecnológicas e, portanto, asseguradas pela neutralidade Científico-Tecnológica. Foram evidenciadas também concepções que relacionam a utilização de artefatos tecnológicos como indicativo de abordagem das inter-relações CTS no campo educacional. Por outro lado, constatamos nos depoimentos dos docentes motivações individuais que sinalizam claramente aspectos necessários ao enfoque CTS, dentre eles a necessidade de uma modificação na estrutura curricular, com vistas a práticas interdisciplinares.

La demande toujours croissante de connectivité et de débit de données requiert une rupture dans la conception des futurs réseaux de communication et systèmes radio. Plusieurs applications émergentes en bande millimétrique, notamment les réseaux mobiles de cinquième génération (5G) et les communications satellites, exigent des antennes large bande qui assurent une grande couverture angulaire, tout en étant à la fois compactes, facilement intégrables et à bas coût.Cette thèse propose des systèmes antennaires multifaisceaux large bande et à très grande couverture angulaire, appelés «Continuous Transverse Stub Antenna» (CTS), pour réaliser un bon compromis de l’ensemble de ces objectifs. L’architecture de l’antenne comprend un réseau de fentes longues excitées par un réseau d’alimentation en chandelier, basé sur des guides d’onde à plans parallèles. Cette structure est excitée par un formateur de faisceaux quasi-optique co-intégré. La première partie du manuscrit présent des nouveaux modèles numériques qui facilitent la conception de chaque sous-système de l’antenne et permettent l’analyse des performances globales, soit en termes d’adaptation, soit en termes de diagrammes de rayonnement. Ces outils sont exploités pour la conception d’antenne et pour étudier les limites en balayage. La thèse se poursuit en présentant de nouvelles solutions technologiques et de nouveaux design pour intégrer les antennes CTS dans des modules multicouches planaires et à faible profil. La conception et la caractérisation de deux antennes intégrées en technologie LTCC pour des points d’accès 5G à 60 GHz sont discutées. L’une des deux est à faisceau fixe, l’autre est à balayage électronique, avec une couverture de ±40°, de faibles lobes secondaires et un niveau élevé de recoupement des faisceaux. Enfin, nous proposons l’association de radomes polarisants planaires à faible profil aux antennes CTS, pour réaliser des systèmes rayonnants en polarisation circulaire. Une méthodologie systématique pour la conception de polarisateurs à très large bande est présentée, ainsi qu’un design couvrant entièrement la bande Ka pour des applications satellites. / The ever-growing demand for fast and seamless connectivity shows the need of new wireless standards and technologies. Novel broadband, wide-angle scanning antennas achieving an optimal trade-off among size, gain, efficiency and costs are crucial to the development of emerging applications at millimeter waves, such as fifth-generation (5G) mobile networks and satellite communications. In this thesis, multibeam parallel-fed continuous transverse stub (CTS) array antennas are proposed as possible candidates for future mm-wave communications and are developed to tackle these requirements. The antenna architecture comprises an array of long slots, a corporate feed network based on parallel plate waveguides (PPWs) and an integrated quasi-optical beamformer. First, novel numerical models for the analysis of each subsystem and of the overall antenna, are presented, which enable an efficient and modular design of CTS antennas. These tools are exploited to derive design guidelines and assess the scanning performance. Then, novel design and technological solutions for the integration of CTS antennas in flat, low-profile multilayer modules are discussed. The design and characterization of two prototypes in LTCC technology, for 60-GHz mobile access points are presented: a fixed beam array and a switched-beam antenna with a field of view of ±40°, low SLLs and high beam overlap. Finally, planar linear-to-circular polarization converters are proposed to realize circularly polarized CTS antenna systems. A procedure to achieve an ultra-wideband, low-loss polarization conversion is outlined and a design for Ka-band satellite application is presented.

O trabalho apresentado investiga as contribuições da pesquisa em ensino de ciências para a promoção da educação científica em atividades a serem desenvolvidas por laboratórios ativos de pesquisa. Apoiado nos debates sobre o ensino em espaços não formais, procura situar o ambiente de trabalho desses centros e suas possibilidades de interlocução com a escola básica e o público em geral. Tal perspectiva localiza as limitações desses laboratórios, reconhecendo a não intencionalidade própria dos espaços envolvidos, ao contrário do que se observa, por exemplo, em museus ou exposições científicas. Por outro lado, identifica sua singularidade, enquanto ambiente privilegiado para apresentar os processos de produção científica, enfatizando os aspectos sociais de seu fazer, pouco explorados no contexto escolar. Com esse intuito, foram analisadas as possíveis contribuições de reflexões sobre Alfabetização Científica e Ciência- Tecnologia-Sociedade (CTS), a fim de inserir articulações entre os aspectos do conhecimento científico presentes nos laboratórios e as demandas de visitantes. Em particular, investiga-se o acelerador de partículas Pelletron, do Departamento de Física Nuclear do IFUSP, analisando diferentes estratégias associadas a visitas, desenvolvidas ao longo de seis anos de trabalho, com a finalidade de promover a educação científica. Nessas análises, foi possível identificar que os diferentes protagonistas, sejam eles alunos, professores, cientistas ou técnicos, manifestam interesses nem sempre convergentes. Isso conduziu ao questionamento da centralidade atribuída ao conhecimento físico conceitual, procurando ampliar a ideia de conhecimento de forma a incluir outras dimensões do fazer científico. Nessa direção, discute-se o potencial de dimensões do conhecimento relacionadas à produção da ciência e sua função social. Propõe-se, assim, que o conhecimento físico se articule com situações da dinâmica da vida do laboratório e com as questões de inserção da ciência no conjunto da sociedade, ampliando a compreensão dos visitantes acerca da ciência. / The present study investigates the contributions of research in science learning to promote science education activities to be developed by operational research laboratories. Supported by discussions regarding the non-formal education, this study aims to situate the work environment of these laboratories and their potentialities of communication with elementary schools and the general public. This endeavor must recognize the limitations of these laboratories, since they have a different purpose when compared to museums and science exhibitions, for instance. On the other hand, it is possible to identify the uniqueness of such places as a privileged environment to present the science production process and the social aspects of this process, that is little explored in the school context. In addition, we analyzed the possible contributions of reflections on Scientific Literacy and Science- Technology-Society (STS), in order to insert links between aspects of scientific knowledge in the laboratories and the demands of visitors. In particular, we investigate the Pelletron particle accelerator, from the Department of Nuclear Physics of the Institute of Physics from the University of São Paulo (IFUSP), analyzing different strategies associated with the visits developed over six years of work, in order to promote science education. In these analyses, it was possible to identify that the different actors, such as students, teachers, scientists or technicians, express different interests that do not always converge. This led to challenge the central role attributed to conceptual physical knowledge, seeking the broadening of the idea of knowledge in order to include other dimensions of scientific work. In this sense, we discuss the possible dimensions of knowledge related to the production of science and its social function. Therefore, we propose that the physical knowledge must be linked to other aspects of the laboratory dynamics and to issues regarding the insertion of science in the society, expanding visitors\' understanding about it.

Submitted by Kenia Bernini (kenia.bernini@ufpel.edu.br) on 2017-07-10T21:00:06Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Daniel_Souza_Pereira_Dissertação.pdf: 4610906 bytes, checksum: 2ad2752a225d4403ddacecbd42572ddd (MD5) Daniel_Souza_Pereira_Produto.pdf: 947886 bytes, checksum: 03b0de744d5147be98bb45a050a17fd4 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-07-11T20:22:46Z (GMT) No. of bitstreams: 3 Daniel_Souza_Pereira_Dissertação.pdf: 4610906 bytes, checksum: 2ad2752a225d4403ddacecbd42572ddd (MD5) Daniel_Souza_Pereira_Produto.pdf: 947886 bytes, checksum: 03b0de744d5147be98bb45a050a17fd4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-07-11T20:23:10Z (GMT) No. of bitstreams: 3 Daniel_Souza_Pereira_Dissertação.pdf: 4610906 bytes, checksum: 2ad2752a225d4403ddacecbd42572ddd (MD5) Daniel_Souza_Pereira_Produto.pdf: 947886 bytes, checksum: 03b0de744d5147be98bb45a050a17fd4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-07-11T20:23:32Z (GMT). No. of bitstreams: 3 Daniel_Souza_Pereira_Dissertação.pdf: 4610906 bytes, checksum: 2ad2752a225d4403ddacecbd42572ddd (MD5) Daniel_Souza_Pereira_Produto.pdf: 947886 bytes, checksum: 03b0de744d5147be98bb45a050a17fd4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-04-29 / Esta dissertação de mestrado tem por objetivo analisar os resultados do desenvolvimento de um projeto de ensino no componente curricular de Seminário Integrado, e que integra a proposta para o Ensino Médio Politécnico no Rio Grande do Sul. Este projeto de ensino está fundamentado em pressupostos Ciência-Tecnologia-Sociedade (CTS). Foi desenvolvido com uma turma de segundo ano do Ensino Médio. Neste projeto foram propostas ações a partir de um enfoque curricular CTS para o processo de ensino-aprendizagem da temática “Qualidade da água de abastecimento público em Pelotas”, desenvolvido em Seminário Integrado. Começamos com os conceitos básicos e implicações sociais da temática ” integrando o conhecimento e a formação cidadã do estudante. Para elaborar, desenvolver e analisar projeto de ensino aplicado, esse trabalho inicia com o levantamento das ideias prévias dos alunos sobre o tema, a fim de fornecer elementos e qualificar o pesquisador no ambiente da pesquisa. O enfoque curricular CTS, tem por base as experiências concretas dos estudantes, abordando os aspectos humanos e sociais da Ciência de forma simples, relacionando os conteúdos científicos e as relações CTS, de modo que haja interação da tríade “Ciência-Tecnologia-Sociedade”, considerando aspectos que influenciam esses alunos. O projeto de ensino foi desenvolvido com o enfoque curricular CTS, que está apresentado com seus referenciais teóricos. A metodologia escolhida foi o estudo de caso, uma vez que o pesquisador é o professor dos alunos envolvidos na pesquisa e também o projeto e seus resultados. A escolha do tema utilizado no projeto de ensino foi feita pelos próprios alunos, o que facilitou no desenvolvimento da proposta. O objetivo dos alunos foi conhecer se a água de abastecimento público no município de Pelotas, possui qualidade adequada dentro dos padrões da legislação no que se refere a consumo humano. A análise do desenvolvimento do projeto permitiu identificar que os alunos, quando estimulados a serem protagonistas da sua própria formação, mudam o comportamento no que se refere ao interesse de aprender, o que contribui de sobremaneira na construção da sua autonomia. O projeto com enfoque curricular CTS, se mostrou adequado para o componente curricular Seminário Integrado, pois o aluno foi o agente da sua própria formação, o que oportunizou a construção da sua autonomia, aquisição de conhecimentos, desenvolvimento de valores, organização, trabalho coletivo. O projeto será reaplicado no segundo semestre de 2016, contribuindo para um melhor desenvolvimento no componente curricular Seminário Integrado / The Master's dissertation aims at analyzing the results of the development of a teaching project within the curricular component Integrated Seminar, which is a proposal to the Polytechnic School in Rio Grande do Sul, based on Science-Technology-Society assumptions (STS). It has been developed in a second-year high school class. In this teaching project we proposed actions from a STS curricular point of view to the process of teaching and learning at Integrated Seminar. We start with the basic concepts and social implications that the theme "quality of the public water supply in Pelotas" to integrate student's knowledge and civic education. In addition to the analysis of applied learning project, the work begins with the collection of previous ideas of students on the topic in order to provide elements and qualify the researcher in the research environment. The education project was developed with the STS curricular approach, which is presented with its theoretical frameworks. The chosen methodology was the case-study, since the researcher is the teacher in contact with the students evaluated. The choice of the theme used in the educational project was made by the students themselves, which facilitated the development of the proposal. The goal of the students was to assess the public water supply in the city of Pelotas and to evaluate if its quality is adequate for quality standards with respect to human consumption legislation. The analysis of project development identified students when encouraged to be protagonists of their own formation change behavior with regard to the interest of learning, which contributes greatly to the construction of their autonomy as students. The project with STS curricular approach was suitable for the Integrated Seminar component, because the students were the agents of their own formation, which provided an opportunity to build their autonomy, one of the STS assumptions

Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-09-25T19:06:31Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Fábio.pdf: 1469819 bytes, checksum: 8e3c12ffed7d9285c2f0065b8662cbaa (MD5) Produto Fábio Marques.pdf: 759010 bytes, checksum: e19d9e5bef2f672625b15c173938dd4d (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-10-05T21:43:05Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Fábio.pdf: 1469819 bytes, checksum: 8e3c12ffed7d9285c2f0065b8662cbaa (MD5) Produto Fábio Marques.pdf: 759010 bytes, checksum: e19d9e5bef2f672625b15c173938dd4d (MD5) / Made available in DSpace on 2017-10-05T21:43:05Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Fábio.pdf: 1469819 bytes, checksum: 8e3c12ffed7d9285c2f0065b8662cbaa (MD5) Produto Fábio Marques.pdf: 759010 bytes, checksum: e19d9e5bef2f672625b15c173938dd4d (MD5) / Neste trabalho relatamos uma experiência de ensino de Radioatividade para uma turma de terceira série do Ensino Médio de uma escola particular localizada no centro do município de Nova Iguaçu, Rio de Janeiro. Os eixos balizadores desta dissertação foram o movimento Ciência-Tecnologia-Sociedade (CTS), aliados ao referencial teórico do educador Paulo Freire, no qual buscou-se como objetivo principal a elaboração, aplicação e avaliação de uma sequência didática (SD) para abordar o conteúdo, buscando construir junto aos alunos habilidades e competências necessárias para a tomada de decisão e o desenvolvimento de uma visão crítica de mundo, onde os alunos são cidadãos. A “crise hídrica” foi utilizada como tema gerador, que sustentou todo desenvolvimento da sequência didática. Para coleta de dados, questionários mistos com perguntas abertas e fechadas foram desenvolvidos e aplicados como pré e pós-testes. A avaliação de aprendizagem foi realizada através de uma prova discursiva englobando questões relacionadas aos aspectos históricos, teóricos e sociais. Além disso, um teatro na forma de júri simulado foi utilizado a fim de criar um momento de debate e discussão acerca do tema. Resultados mostram que a sequência utilizada gerou modificação no pensamento dos alunos, que despertou o interesse por novos conhecimentos, e estes tornaram-se mais críticos e capazes de tomar decisões sobre os problemas que enfrentam, avaliando seus riscos e benefícios. / This paper reports a radioactivity of teaching experience to a group of third high school grade of a private school located in the center of the city of Nova Iguaçu, Rio de Janeiro. The benchmarks axes of this work were the movement Science-Technology-Society (STS), together with the theoretical framework of the educator Paulo Freire, which was sought as main objective the development, implementation and evaluation of a didactic sequence (DS) to address content, seeking to build with the students skills and competencies required for decision making and the development of a critical vision of the world, where students are citizens. The "water crisis" was used as the theme generator, which sustained development of all instructional sequence. For data collection, mixed questionnaires with open and closed questions were developed and applied as pre- and post-tests. The content evaluation was conducted through a discursive proof covering issues related to the historical, theoretical and social aspect CTS. In addition, a theater in the form of simulated jury was used to create a moment of debate and discussion on the subject. Results show that the generated sequence used change in thinking simplistic and naive student, and these have become more critical and able to make decisions about the problems they face, evaluating their risks and benefits.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-06-13T19:12:48Z No. of bitstreams: 1 2017 - Lidiane Benites de Campos.pdf: 4991873 bytes, checksum: b8396eff5b6aec80b0657e9e4c07eb15 (MD5) / Made available in DSpace on 2018-06-13T19:12:48Z (GMT). No. of bitstreams: 1 2017 - Lidiane Benites de Campos.pdf: 4991873 bytes, checksum: b8396eff5b6aec80b0657e9e4c07eb15 (MD5) Previous issue date: 2017-04-03 / This work aimed to develop a thematic approach within a CTS (Science-Technology-Society) focus to physics teaching, dealing with the issue of "Electric Energy Production". The CTS focused teaching approaches scientific knowledge in the technological and social context of the learner and relates it to their everyday experiences, leading them to reflect on historical, ethical, political and socioeconomic aspects, and thus providing skills and values that help them to take responsible decisions and attitudes. In our case, the proposal was applied in a public school in the city of Angra dos Reis, in the State of Rio de Janeiro, to be evaluated and reworked according to the needs verified. The theme was chosen to be worked in this place, because the city houses the only nuclear power plant in Brazil, being a subject of extreme importance for the population and that allows the CTS approach with emphasis on the reality of the students. However, the approach was not restricted to the nuclear power plant, but involved all means of producing electric energy, such as hydroelectric, thermoelectric, with its variations of fuels, wave power plant, solar power plants and wind power plants, so that the general theme Production Of Electric Energy was divided into three sub-themes: Hydroelectric Plants, Other Modes of Energy Production and Nuclear Plants. The objective of this approach, besides teaching physical concepts involved in the processes of electric energy production, is also to make students aware of the risks, consequences and benefits of each mode of production, to have them reflect and evaluate the most to be able to actively participate in decision-making processes involving such issues. The final product of this work is a didactic sequence with varied didactic methods and resources, to serve as a guide for other teachers who wish to adopt the proposal. The text presents a brief history of science education in Brazil, its peculiarities and needs that justify the proposal and also presents the CTS movement and its main characteristics, that guide this work. The methodology adopted was the Action-research, which allowed the readjustment of the proposal throughout its application. The results were very promising and showed that the teaching of physics with a CTS approach, practiced through a thematic approach focused on students' reality, can be a means to promote a quality scientific education and to train citizens able to understand the world and the Society in which they live. / Este trabalho teve como objetivo desenvolver uma proposta de abordagem tem?tica com enfoque CTS (Ci?ncia-Tecnologia-Sociedade) para o ensino de f?sica, abordando o tema ?Produ??o de Energia El?trica?. O ensino com enfoque CTS aborda os conhecimentos cient?ficos no contexto tecnol?gico e social do educando e o relaciona com suas experi?ncias cotidianas, levando-o a refletir sobre aspectos hist?ricos, ?ticos, pol?ticos e socioecon?micos, fornecendo assim habilidades e valores que o auxiliem na tomada de decis?es respons?veis e atitudes. No nosso caso, a proposta foi aplicada em uma escola p?blica da cidade de Angra dos Reis, no Rio de Janeiro, para que fosse avaliada e reelaborada de acordo com as necessidades verificadas. O tema foi escolhido para ser trabalhado neste local, pois a cidade abriga a ?nica usina nuclear do Brasil, sendo um assunto de extrema import?ncia para a popula??o e que possibilita o enfoque CTS com ?nfase na realidade dos alunos. Por?m, a abordagem n?o ficou restrita ? usina nuclear, mas envolveu todos os meios de produ??o de energia el?trica, tais como hidrel?tricas, termoel?tricas e suas varia??es de combust?veis, usina de ondas, usinas solares e usinas e?licas, de modo que o tema geral Produ??o de Energia El?trica foi dividido em tr?s subtemas: Usinas Hidrel?tricas, Outros Modos de Produ??o de Energia e Usinas Nucleares. O objetivo desta abordagem, al?m de ensinar conceitos f?sicos que envolvem os processos de produ??o de energia el?trica, ?, tamb?m, conscientizar os alunos dos riscos, consequ?ncias e benef?cios de cada modo de produ??o, lev?-los a refletir e avaliar quais os modos mais vantajosos, para que estejam aptos a opinar e participar ativamente de processos decis?rios envolvendo tais quest?es. O produto final deste trabalho ? uma sequ?ncia did?tica com m?todos e recursos did?ticos variados, para servir como guia para outros professores que desejem adotar a proposta. O texto apresenta um breve hist?rico do ensino de ci?ncias no Brasil, suas peculiaridades e necessidades que justificam a proposta e apresenta tamb?m o movimento CTS e suas principais caracter?sticas, que norteiam este trabalho. A metodologia adotada foi a pesquisa-a??o, o que permitiu a readequa??o da proposta ao longo de sua aplica??o. Os resultados foram muito promissores e mostraram que o ensino de f?sica com enfoque CTS, praticado atrav?s de uma abordagem tem?tica voltada para a realidade dos alunos, pode ser um meio de promover uma educa??o cient?fica de qualidade e formar cidad?os aptos a compreender o mundo e a sociedade em que vivem.

O trabalho apresentado investiga as contribuições da pesquisa em ensino de ciências para a promoção da educação científica em atividades a serem desenvolvidas por laboratórios ativos de pesquisa. Apoiado nos debates sobre o ensino em espaços não formais, procura situar o ambiente de trabalho desses centros e suas possibilidades de interlocução com a escola básica e o público em geral. Tal perspectiva localiza as limitações desses laboratórios, reconhecendo a não intencionalidade própria dos espaços envolvidos, ao contrário do que se observa, por exemplo, em museus ou exposições científicas. Por outro lado, identifica sua singularidade, enquanto ambiente privilegiado para apresentar os processos de produção científica, enfatizando os aspectos sociais de seu fazer, pouco explorados no contexto escolar. Com esse intuito, foram analisadas as possíveis contribuições de reflexões sobre Alfabetização Científica e Ciência- Tecnologia-Sociedade (CTS), a fim de inserir articulações entre os aspectos do conhecimento científico presentes nos laboratórios e as demandas de visitantes. Em particular, investiga-se o acelerador de partículas Pelletron, do Departamento de Física Nuclear do IFUSP, analisando diferentes estratégias associadas a visitas, desenvolvidas ao longo de seis anos de trabalho, com a finalidade de promover a educação científica. Nessas análises, foi possível identificar que os diferentes protagonistas, sejam eles alunos, professores, cientistas ou técnicos, manifestam interesses nem sempre convergentes. Isso conduziu ao questionamento da centralidade atribuída ao conhecimento físico conceitual, procurando ampliar a ideia de conhecimento de forma a incluir outras dimensões do fazer científico. Nessa direção, discute-se o potencial de dimensões do conhecimento relacionadas à produção da ciência e sua função social. Propõe-se, assim, que o conhecimento físico se articule com situações da dinâmica da vida do laboratório e com as questões de inserção da ciência no conjunto da sociedade, ampliando a compreensão dos visitantes acerca da ciência. / The present study investigates the contributions of research in science learning to promote science education activities to be developed by operational research laboratories. Supported by discussions regarding the non-formal education, this study aims to situate the work environment of these laboratories and their potentialities of communication with elementary schools and the general public. This endeavor must recognize the limitations of these laboratories, since they have a different purpose when compared to museums and science exhibitions, for instance. On the other hand, it is possible to identify the uniqueness of such places as a privileged environment to present the science production process and the social aspects of this process, that is little explored in the school context. In addition, we analyzed the possible contributions of reflections on Scientific Literacy and Science- Technology-Society (STS), in order to insert links between aspects of scientific knowledge in the laboratories and the demands of visitors. In particular, we investigate the Pelletron particle accelerator, from the Department of Nuclear Physics of the Institute of Physics from the University of São Paulo (IFUSP), analyzing different strategies associated with the visits developed over six years of work, in order to promote science education. In these analyses, it was possible to identify that the different actors, such as students, teachers, scientists or technicians, express different interests that do not always converge. This led to challenge the central role attributed to conceptual physical knowledge, seeking the broadening of the idea of knowledge in order to include other dimensions of scientific work. In this sense, we discuss the possible dimensions of knowledge related to the production of science and its social function. Therefore, we propose that the physical knowledge must be linked to other aspects of the laboratory dynamics and to issues regarding the insertion of science in the society, expanding visitors\' understanding about it.

Carpal tunnel syndrome (CTS) is one of the most common injuries responsible for lost time claims to the Workplace Safety and Insurance Board (WSIB). The main purpose of this study was to determine whether measurable sensorimotor changes exist in asymptomatic individuals who are at risk for CTS such that sensory impairment and/or functional tests may be used in the early detection and intervention to reduce the impact of CTS on individuals, industry and the health care system. Participants were recruited into three strata: (1) individuals diagnosed with mild CTS, (2) asymptomatic individuals who were deemed to be at risk of developing CTS due to exposure to etiological risk factors and (3) asymptomatic individuals who were deemed to be at minimal risk of developing CTS based on non-exposure to risk factors. The main outcome measures included two-point discrimination ability, pressure acuity, vibration sense, Purdue Pegboard Test performance and tracking error and tracking variance on a manual tracking task performed at two different speeds. Seven individuals with CTS, fourteen individuals at risk of developing CTS and nine control individuals with minimal risk participated. The CTS group was significantly different from the at-risk and control groups on the main and work sections of the DASH questionnaire, and the symptom severity scale and functional status scale of the Boston Carpal Tunnel Questionnaire. The only outcome measure that showed a significant difference between the at-risk and the minimal risk group was the assembly task of the Purdue Pegboard Test (p = 0.044), however other measures including median nerve conduction latencies, and manual tracking abilities showed promise that with further recruitment, a significant difference may be seen. The sensory impairment tests did not demonstrate degradation in sensory function in individuals at risk of developing CTS, however analysis of sensory nerve conduction latencies and some aspects of fine motor skills testing did show some promise in their ability to detect individuals at risk of developing CTS. A future prospective study that follows individuals at risk of developing CTS may determine that it is possible to implement a screening tool for the early identification and treatment of CTS. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2009-09-15 12:15:45.208