Submitted by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2015-01-23T14:01:56Z No. of bitstreams: 5 9.pdf: 841416 bytes, checksum: d2cb51c094952589e1262227a5e63e23 (MD5) license_url: 52 bytes, checksum: 3d480ae6c91e310daba2020f8787d6f9 (MD5) license_text: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) license.txt: 2109 bytes, checksum: aa477231e840f304454a16eb85a9235f (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2015-02-10T13:14:02Z (GMT) No. of bitstreams: 5 9.pdf: 841416 bytes, checksum: d2cb51c094952589e1262227a5e63e23 (MD5) license_url: 52 bytes, checksum: 3d480ae6c91e310daba2020f8787d6f9 (MD5) license_text: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) license.txt: 2109 bytes, checksum: aa477231e840f304454a16eb85a9235f (MD5) / Made available in DSpace on 2015-02-10T13:14:02Z (GMT). No. of bitstreams: 5 9.pdf: 841416 bytes, checksum: d2cb51c094952589e1262227a5e63e23 (MD5) license_url: 52 bytes, checksum: 3d480ae6c91e310daba2020f8787d6f9 (MD5) license_text: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) license_rdf: 23898 bytes, checksum: e363e809996cf46ada20da1accfcd9c7 (MD5) license.txt: 2109 bytes, checksum: aa477231e840f304454a16eb85a9235f (MD5) Previous issue date: 2012 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / O decl?nio da minera??o de diamante na regi?o de Diamantina-MG e entorno, com a interrup??o das buscas e o gradativo esgotamento das minas em opera??o, est? proporcionando a descoberta e a explora??o de maci?os de quartzito, o que ocasiona a degrada??o da vegeta??o existente e do solo, criando um ambiente bastante in?spito ao crescimento de plantas. Este trabalho objetivou caracterizar o rejeito proveniente de ?reas de minera??o de quartzito no munic?pio de Diamantina-MG e entorno, por meio da avalia??o qu?mica e granulom?trica dos rejeitos, bem como avaliar o comportamento de Brachiaria brizantha, Vetiveria zizanioides, Eremanthus erythropappus, Solanum lycocarpum e Dalbergia miscolobium, sob a influ?ncia da aduba??o mineral e org?nica quando cultivada em rejeito da minera??o de quartzito, para apoiar a recupera??o dessas ?reas de explora??o. Para tanto foram montados seis experimentos: no primeiro, foram coletadas 27 amostras compostas, cuidadosamente homogeneizadas, secas ao ar e passadas em peneira de malha de 2,0mm, para posterior caracteriza??o qu?mica e granulom?trica, sendo determinado para cada vari?vel o teor m?nimo, m?ximo, m?dio e mediano; com intervalo de confian?a a 5% para m?dia e coeficiente de varia??o e um estudo da frequ?ncia de ocorr?ncia de resultados por faixa de classifica??o de interpreta??o da fertilidade do solo. Os demais experimentos foram realizados em condi??es de casa de vegeta??o, tiveram os tratamentos dispostos em delineamento inteiramente casualizado, com cinco combina??es de aduba??o org?nica (AO) e aduba??o mineral (AM) e um tratamento adicional (Controle), com quatro repeti??es. Para as forrageiras de cobertura, a dose recomendada de 100% AM (NPK) e AO (esterco de curral) corresponderam a 50kg ha-1 N, 50kg ha-1 P2O5, 40kg ha-1 K2O e 10 t ha-1 esterco bovino, por dm? de rejeito, sendo avaliados a produ??o total de mat?ria seca, os teores e os conte?dos de nutrientes na parte a?rea e nas ra?zes. Para as esp?cies nativas, a dose recomendada de 100% AM (NPK) e AO (esterco bovino) correspondeu a 150mg de N, 140mg de P, 150mg de K e 5g de esterco, por dm? de rejeito, sendo avaliadas as seguintes vari?veis: altura das mudas, di?metro do caule, massa seca da parte a?rea e de ra?zes, e teor de nutrientes na parte a?rea das mudas. As amostras de rejeito analisadas apresentaram baixos teores de mat?ria org?nica, P, K, Ca e Mg e alta acidez. Os rejeitos apresentaram granulometria que dificulta o crescimento do sistema radicular de plantas, o que indica s?rias restri??es ao estabelecimento de esp?cies vegetais. A B. brizantha cv. Marandu respondeu ? aduba??o mineral e org?nica com as doses recomendadas de 37kg N, 37kg P2O5, 30kg K2O e 2,6t esterco de curral por ha. Enquanto Vetiveria zizanioides respondeu ? aduba??o mineral com as doses correspondentes de 50kg N, 50kg P2O5 e 40kg K2O por ha. Houve resposta das mudas de Eremanthus erythropappus ? aduba??o mineral e org?nica com as doses recomendadas de 0,075g N, 0,35g P2O5 e 0,125g K2O e 2,5g esterco de curral por dm? de rejeito de quartzito. A esp?cie nativa Solanum lycocarpum tamb?m respondeu ? aplica??o da aduba??o org?nica e mineral com as doses recomendadas de 0,036g N, 0,168 g P2O5 e 0,060g K2O e 2,5g esterco de curral por dm? de rejeito de quartzito. J? Dalbergia miscolobium respondeu somente ? aduba??o mineral com as doses recomendadas de 25mg N, 25mg P2O5, 20mg K2O por dm? de rejeito. A aduba??o org?nica e mineral recomendada para aplica??o ao rejeito de quartzito para m?ximo crescimento das mudas e produ??o de mat?ria seca possibilitou obter os teores adequados de nutrientes na parte a?rea das esp?cies estudadas. / Disserta??o (Mestrado) ? Programa de P?s-Gradua??o em Ci?ncia Florestal, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2012. / ABSTRACT The decline in diamond mining in the region of Diamantina-Minas Gerais and its surroundings, with the interruption of the searches and the gradual exhaustion of the mines in operation, is providing the discovery and exploitation of massive quartzite, which causes the degradation of existing vegetation and soil,?creating an environment very inhospitable to plant growth.?This study aimed to characterize the waste from mining areas of quartzite in Diamantina-Minas Gerais and its surroundings, through the evaluation of particle size and chemical wastes, as well as to evaluate the behavior of Brachiaria brizantha, Vetiveria zizanioides, Eremanthus erythropappus, Solanum lycocarpum Dalbergia miscolobium beneath the influence of mineral and organic fertilizer when grown on tailings from mining of quartzite, to support the recovery of these areas of exploration. Therefore, it were assembled six experiments: in the first, 27 composite samples were collected, carefully homogenized, air dried and passed through sieve mesh of 2.0mm for subsequent chemical characterization and particle size was determined for each variable the minimum, maximum, mean and median, confidence interval at 5% for mean and coefficient of variation and a study of the occurrence frequency of results by range of classification for interpretation of soil fertility. Other?experiments were conducted in?greenhouse?conditions,?treatments?were arranged in?completely randomized design?with five?combinations of?organic manure (OM)?and mineral fertilization (MF) and an additional treatment (Control), with four replications. For?forage?coverage,?the recommended dose of?100% MF?(NPK) and OM (manure bovine) corresponded to 50kg ha-1 N, 50kg ha-1 P, 205,40kg K, 20 ha-1 and 10t ha-1 manure by dm??of tailings, and?evaluated?the total production of?dry matter contents?and?nutrient contents?in shoots?and roots. ?For native species, the recommended dose of 100% MF (NPK) and OM (manure) corresponded to 150 mg of N, 140mg P, 150mg K and 5g of dung per dm? of tailings, and evaluated the following variables:?seedling height, stalk diameter, dry mass of shoots and roots, and nutrient contents in shoots of seedlings.?The tailings samples presented low levels of organic matter, P, K, Ca and Mg and high acidity. The tailings particle size showed that hinder the growth of the root system of plants, which indicates serious restrictions on the establishment of plant species. B. brizantha cv. Marandu responded to mineral and organic fertilization with the recommended dose of 37kg N, 37kg P2O5, 30 kg K2O and 2.6 t farmyard manure per hectare. While Vetiveria zizanioides responded to manuring with corresponding doses of 50kg N, 50kg P2O5 and 40 kg K 2O per ha. There was response of seedlings Eremanthus erythropappus at the mineral and organic fertilization with the recommended doses of 0.075 g N, 0.35 g P2O5 and K2O 0.125 g and 2.5 g manure per dm? of tailings quartzite. The native species Solanum lycocarpum also responded to the application of organic and mineral fertilization with the recommended doses of 0.036g N, 0.16 g P 2O5 and K2O 0.060g and 2.5g manure per dm? of tailings quartzite. Have Dalbergia miscolobium responded only to the mineral fertilizer with the recommended doses of 25 mg N, P2O5 25mg, 20mg by K 2O dm? of tailings. The organic and mineral fertilization recommended for application to reject quartzite for maximum plant growth and dry matter production allowed to obtain appropriate levels of nutrients in the shoots of the species.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-12-14T21:49:03Z No. of bitstreams: 1 MidiaMedeirosMonteiro_DISSERT.pdf: 6043134 bytes, checksum: 6a7280f6fff9ccaa00d99cd1a7c60240 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2015-12-18T17:13:12Z (GMT) No. of bitstreams: 1 MidiaMedeirosMonteiro_DISSERT.pdf: 6043134 bytes, checksum: 6a7280f6fff9ccaa00d99cd1a7c60240 (MD5) / Made available in DSpace on 2015-12-18T17:13:12Z (GMT). No. of bitstreams: 1 MidiaMedeirosMonteiro_DISSERT.pdf: 6043134 bytes, checksum: 6a7280f6fff9ccaa00d99cd1a7c60240 (MD5) Previous issue date: 2014-07-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Durante as ?ltimas d?cadas a ?rea de ensino de ci?ncias tem discutido quest?es relativas ? inser??o da hist?ria e da filosofia da ci?ncia (HFC) no ensino. Dentre os argumentos apresentados em defesa dessa abordagem aponta-se a poss?vel contribui??o ? aprendizagem de conte?dos cient?ficos e ? compreens?o de aspectos relativos ? natureza da ci?ncia (NdC). Apesar de tais considera??es, ainda temos um n?mero muito reduzido de trabalhos de pesquisa relatando resultados de interven??es pr?ticas que se utilizam da abordagem hist?rica, al?m disso, h? car?ncia de materiais did?ticos nessa perspectiva. Nosso trabalho procurou contribuir com a ?rea no que se refere a esses dois aspectos: de um lado, com a produ??o de material did?tico, ao elaborarmos textos sobre a hist?ria da in?rcia para alunos da gradua??o. De outro lado, procuramos investigar se os argumentos mencionados acima em rela??o ao uso did?tico da HFC se sustentam, em um contexto particular. Elaboramos e aplicamos uma sequ?ncia did?tica, utilizando os textos que constru?mos, para ensinar o conceito de in?rcia e discutir conte?dos selecionados de NdC. A sequ?ncia did?tica foi aplicada em duas turmas da gradua??o, uma do curso de geof?sica bacharelado e outra do curso de f?sica licenciatura, ambas da Universidade Federal do Rio Grande do Norte (UFRN). Um question?rio inicial mostrou que os estudantes, mesmo havendo abordado o conceito de in?rcia na educa??o b?sica, apresentavam concep??es de senso comum no tocante ? rela??o entre for?a e movimento. O question?rio tamb?m nos permitiu identificar a exist?ncia de elementos de concep??es consideradas inadequadas quanto ? NdC. Ao final, nossos dados evidenciaram um n?mero maior de acertos nas quest?es relativas ao conceito de in?rcia. No que se refere aos aspectos de NdC, pudemos identificar, em alguns poucos casos, um movimento no sentido de aproxima??o a uma vis?o mais adequada, no entanto, determinadas distor??es persistiram, evidenciando limita??es da abordagem utilizada. / During the last decades the area of science education has discussed issues related to the inclusion of the History and Philosophy of Science (HFS) in the practice of science teaching. Among the arguments put forward in favour of this approach, it is pointed out the possible enhancement of scientific content learning and the understanding of the nature of Science (NoS). In spite of such considerations, we still have a very small number of research papers reporting results of practical interventions that utilize the historical approach, moreover, there is a lack of teaching materials in this perspective. Our work has sought to contribute to this area with regard to two aspects: on the one hand, with the production of didactic material, by drawing up texts on the history of inertia for graduate students. On the other hand, we investigate whether the arguments mentioned above in relation to the didactic use of HFS sustain themselves, in a particular context. We developed and applied a didactic sequence, using the texts that we built, to teach the concept of inertia and discuss selected contents of NoS. The didactic sequence was applied in two graduate classes, one from a course of Geophysics (BSc.) and another from the Physics (teaching formation), both from the Federal University of Rio Grande do Norte (UFRN). An initial survey exposed that students, even having approached the concept of inertia in basic education, presented conceptions of common sense regarding the relationship between force and motion. The questionnaire also allowed us to identify the existence of elements of concepts considered inadequate as regards to NoS. At the end of our research, our data indicated a greater number of positive hits on the issues concerning the concept of inertia. Regarding the aspects of NoS, we were able to identify, in a few cases, a move towards a more appropriate understanding, however, certain distortions persisted, highlighting the limitations of the approach used

This thesis concerns technologies useful for competitive intelligence purposes. Its structure follows the scheme of the competitive intelligence cycle. For every phase of this cycle applicable techniques are specified, and possibilities of their software support are reviewed. The basic technique is deconstruction of competitive intelligence process to its basic components, and searching and exploring methods which can be used within those components. That means, above all, evaluation of usable software. The aim of my thesis is to make readers acquainted with principles of competitive intelligence, bring together different methods of work, and introduce useful technologies including particular software products. This thesis should also be helpful in deciding about methods in case of planning competitive intelligence, and what advantages and disadvantages it brings.

Táto práca je prípadovou štúdiou postupného vývoja a nasadzovania lokačného softwaru v reálnom čase. Cieľom tejto práce je zrýchliť tento proces. Zvolený problém bol vyriešený s konvenčnými testovacími nastrojmi, vlastným nástrojom pre generovanie sieťovej prevádzky lokalizačnej platformy a nástrojmi CI/CD Gitlab. Prínosom tejto práce je zrýchlenie vývoja, zaručenie kvality vyvijaného softwaru a predstavenie spôsobu ako platformu pre lokalizáciu v reálnom čase testovať.

This thesis is focused on thorough description of Competitive Intelligence term and its fol-lows usage for webpages audit. The practical part of this thesis is primarily created for the Bisnode company. However, it can be used everyone who wants to perform on-line webpages analysis of their competitors. In thesis are also used professional tools of Majestic company and SEOPowerSuite company. I got these for limited time after my e-mail corre-spondence with company´s support team. At the beginning of practical section the Bisnode company is introduced to readers, so that they might become familiar with it. After that, the analysis was performed and divided into 4 thematic areas based on Bisnode´s wish. I ana-lyzed strengths and weaknesses of monitored sites in each of this section so that the company can learn not only from their mistakes but also from mistakes of its rivals. I tried to analyze Competitive Intelligence term in detail in the theoretical part of thesis. In addition, this term is viewed from multiple angles (its history, reflection of its Czech trans-lation, ethic associated with the CI term or description CI as process). So, this thesis can be also a beneficial for readers that know this term but want get deeper knowledges.

Made available in DSpace on 2015-04-14T14:12:58Z (GMT). No. of bitstreams: 1 449158.PDF: 912722 bytes, checksum: 67364e42a16ee98df604878d35d64395 (MD5) Previous issue date: 2012-03-22 / Public Policy Education has passed through several instances before being implemented in teaching institutions. Particularly in the case of public schools, normally, action with greater proportion have been developed through programs and projects that derive from maintaining institutions, such as the Federal Government, through MEC (Ministry of Education and Culture) and the Departments of Education in states and cities. This research aims to investigate how managers, represented by coordinators and directors of the State Department of Education, as well as teachers of public schools of the state, have perceived and enabled public policies focused on teaching scientific areas. Data were collected through interviews with focal groups, and a qualitative methodological approach, with an analysis guided by a Discursive Textual Analysis, was utilized. From the research results, it was possible to identify two essential categories for understating the analysis. The first category, Appropriation and Reinterpretation of Public Policy Education and Science Teaching has approached the perception of the educators who made part of the study on public policies and that were present in their pedagogical practices, besides the way they participated in the re-elaboration of these education policies in order to implement them in school. The second category, Difficulties in Dealing with Public Policy Education and the Possibilities Glimpsed to Minimize them , has processed the barriers found in the teaching action that result in consequences for Science teaching, and the alternatives proposed by research subjects utilized to minimize such difficulties. Moreover, the subcategories have addressed the discontinuity and non-contextualization of public policy education, the lack of partnership between universities and schools, difficulties in obtaining resources and accessing projects in the Science field, and the impact of lack of appreciation for the teaching profession. Thus, from this research, it was possible to verify that the course for implementing education programs and projects has constituted one of the gears of public policy education, for which all people involved are important and in charge of the process results. / As pol?ticas p?blicas educacionais passam por diversas inst?ncias antes de serem implementadas nas institui??es de ensino. No caso particular das escolas da rede p?blica, normalmente, a??es de maior propor??o s?o desenvolvidas por meio de programas e projetos que derivam das institui??es mantenedoras, como o Governo Federal, por meio do MEC e das Secretarias de Educa??o dos estados e dos munic?pios. A presente pesquisa procurou investigar de que forma gestores, representados por coordenadores e diretores da Secretaria de Estado da Educa??o, bem como professores das escolas p?blicas da rede estadual, percebem e viabilizam as pol?ticas p?blicas voltadas para o ensino das ?reas cient?ficas. Os dados foram coletados atrav?s de entrevistas, de grupos focais e da abordagem metodol?gica qualitativa com an?lise pautada pela An?lise Textual Discursiva. A partir dos resultados da pesquisa, foi poss?vel identificar duas categorias essenciais para a compreens?o da an?lise. A primeira categoria, Apropria??o e Ressignifica??o das Pol?ticas P?blicas Educacionais e o Ensino de Ci?ncias, aborda a percep??o dos educadores que fizeram parte do estudo sobre as pol?ticas p?blicas e que estiveram presentes em suas pr?ticas pedag?gicas e a forma pela qual participaram na reelabora??o destas pol?ticas educacionais a fim de implement?-las na escola. A segunda categoria, Dificuldades no Trato com as Pol?ticas P?blicas Educacionais e as Possibilidades Vislumbradas para Minimiz?-las, trata dos entraves encontrados na a??o docente que acarretam consequ?ncias para o ensino de Ci?ncias e as alternativas propostas pelos sujeitos da pesquisa para minimizar tais dificuldades. As subcategorias abordam a descontinuidade e a descontextualiza??o das pol?ticas p?blicas educacionais, a falta de parceria entre universidade e escola, dificuldades de obter recursos e acesso a projetos na ?rea de Ci?ncias e as repercuss?es da falta de valoriza??o da profiss?o de professor. A partir da pesquisa, foi poss?vel verificar que o percurso para implementa??o de programas e projetos educacionais constitui uma das engrenagens das pol?ticas p?blicas educacionais para o qual todos os envolvidos s?o importantes e respons?veis pelos resultados do processo.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-08-02T14:52:41Z No. of bitstreams: 1 2009 - Lenice Freiman de Oliveira.pdf: 1796223 bytes, checksum: 2c533d1f95fac225d1b2ee2e9730fb60 (MD5) / Made available in DSpace on 2016-08-02T14:52:41Z (GMT). No. of bitstreams: 1 2009 - Lenice Freiman de Oliveira.pdf: 1796223 bytes, checksum: 2c533d1f95fac225d1b2ee2e9730fb60 (MD5) Previous issue date: 2009-07-28 / OLIVEIRA, Lenice Freiman of. Effect of the parameters of the process of jackfruit dehydration (Artocarpus heterophyllus, Lam.) about the properties chemistries, physicalchemistries and the sensorial acceptance. Serop?dica: UFRRJ, 2009. 121p. Thesis (Doctorate in Food Science and Technology). Institute of Technology, Department of Technology of Foods, Rural Federal University of Rio de Janeiro, Serop?dica, RJ, 2009. Now the fruticulture occupies prominence place in the world sphere, so much for the nutritious value as for the importance of yours derived. A world tendency exists to the consumption of tropical fruits, that it can be attributed to the nutritional value, to the organoleptic characteristics, as well as the improvement need in the life quality of the people associate to the aspects of the health and well-being. The fruits of the jackfruit tree (Artocarpus heterophyllus Lam.) possess intense flavor and quite peculiar aroma, with sensorial attributes of frutal, sour and sweet, being quite appreciated in the Brazilian northeast and other tropical areas. Its eatable part, characterized by the pulp, it is almost consumed in its totality under in natura form for the most several layers of the population, what takes to a high index of loss in the powder-crop, carting damage for the producers. Being like this, the objectives of this work went evaluate technologically to jackfruit in natura, to elaborate a new product applying the dehydration process for 50 oC, 60 oC and 70 oC and to study the chemical, physical-chemistries and sensorial properties of the obtained products. To identify the compositions volatile present, technique of extraction of the headspace was used and the obtained extracts were negotiated and analyzed by gaseous chromatography and spectrometry of masses. The carotenoids and the sugars were appraised for HPLC. Analyses of centesimal composition and sensorial analysis were still accomplished. The global results obtained through the methodology of answer surface indic ated as conditions adapted to the process of jackfruit dehydration: temperatures of 70 ?C for matter evaporate, ashes, fat and hidratos of carbon, 55 ?C for proteins, 61 ?C for total carotenoids, ?-carotene and equivalent retinol, 60 ?C for sucrose. For the retention of the volatile compositions and sensorial acceptance the most appropriate temperatures were 50 and 60 ?C. It can be ended like this that the jackfruit in natura or dehydrated it is a source of nutritious important to the human nutrition, such as: ashes, proteins, hidrats of carbon, carotenoids, ?-carotene, equivalent retinol and sugars. Its consumption can complement the requirements nutritions, providing the benefits mainly for the population of low income of the tropical areas. / OLIVEIRA, Lenice Freiman de. Efeito dos par?metros do processo de desidrata??o de jaca (Artocarpus heterophyllus, Lam.) sobre as propriedades qu?micas, f?sico-qu?micas e a aceita??o sensorial. 2009. 121p. Tese (Doutorado em Ci?ncia e Tecnologia de Alimentos). Instituto de Tecnologia, Departamento de Tecnologia de Alimentos, Universidade Federal Rural do Rio de Janeiro, Serop?dica, RJ, 2009. Atualmente a fruticultura ocupa lugar de destaque na esfera mundial, tanto pelo valor aliment?cio como pela import?ncia de seus derivados. Existe uma tend?ncia mundial ao consumo de frutas tropicais, que pode ser atribu?da ao valor nutricional, ?s caracter?sticas organol?pticas, bem como a necessidade de melhoria na qualidade de vida das pessoas associado aos aspectos da sa?de e bem-estar. Os frutos da jaqueira (Artocarpus heterophyllus Lam.) possuem sabor e aroma intensos e bastante peculiares, com atributos sensoriais de frutal, azedo e doce, sendo bastante apreciados no nordeste brasileiro e outras regi?es tropicais. Sua parte comest?vel, caracterizada pela polpa, ? consumida em sua quase totalidade sob forma in natura pelas mais diversas camadas da popula??o, mais a alta perecibilidade leva a um ?ndice elevado de perda na p?s-colheita, acarretando preju?zos para os produtores. Sendo assim, os objetivos deste trabalho foram determinar os efeitos dos par?metros do processo de desidrata??o (temperatura de desidrata??o e umidade final do produto) sobre as propriedades qu?micas, f?sico-qu?micas e aceita??o sensorial de jaca (Artocarpus heterophyllus, Lam.) desidratada. Para identificar os compostos vol?teis presente, usou-se t?cnica de extra??o do headspace e os extratos obtidos foram tratados e analisados por cromatografia ga sosa e espectrometria de massas. Os caroten?ides e os a??cares foram avaliados por HPLC. Ainda foram realizadas an?lises de composi??o centesimal e an?lise sensorial. Os resultados globais obtidos atrav?s da metodologia de superf?cie de resposta indicaram como condi??es adequadas ao processo de desidrata??o de jaca: temperaturas de 70 ?C para mat?ria seca, cinzas, lip?deos e carboidratos, 55 ?C para prote?nas, 61 ?C para caroten?ides totais, ?-caroteno e retinol equivalente, 60 ?C para sacarose. Para a reten??o dos compostos vol?teis e aceita??o sensorial as temperaturas mais adequadas foram 50 e 60 ?C. Assim, pode-se concluir que a jaca in natura ou desidratada ? uma fonte de nutrientes importantes ? nutri??o humana, tais como: prote?nas, carboidratos, caroten?ides totais, ?caroteno, retinol equivalente e a??cares. Seu consumo pode complementar os requisitos nutricionais, proporcionando os benef?cios principalmente para a popula??o de baixa renda das regi?es tropicais.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2018-05-09T12:45:23Z No. of bitstreams: 1 2010 - Ananias de Oliveira Lima.pdf: 5673141 bytes, checksum: c85c1dd5947492ba2e6f14cf595a0a03 (MD5) / Made available in DSpace on 2018-05-09T12:45:24Z (GMT). No. of bitstreams: 1 2010 - Ananias de Oliveira Lima.pdf: 5673141 bytes, checksum: c85c1dd5947492ba2e6f14cf595a0a03 (MD5) Previous issue date: 2010-02-28 / The objective of this research was to evaluate the effectiveness of methodology of projects in the context of the concepts of physics in the teaching of Soil Science, arousing interest in the scientific research while working as a team, contributing for the education of the student and promoting a meaningful learning. Such research is warranted because the contemporary pedagogical proposals must have a focus on new meaning of education, centered on the idea that education means preparing the individual to meet personal needs and desires of a society in constant transformation. Unfortunately, most schools have established a methodology represented by the traditional lecture, in whose model the teacher conveys to the student the content through the verbal exposition of the subject, exercises of memorization and retention. However, for learning to be meaningful it becomes necessary for one school with previous experience of students, allowing the formulation and solution of problems that encourage the construction of knowledge. The traditional methodology of physics has not met the goal of educating the young for the exercise of technical and scientific activities, being disconnected from the vocational subjects, therefore, does not attract the interest of the student, being unable to stimulate development skills of teamwork. In this sense, it is believed that the teaching-learning process could be enhanced with the implementation of interdisciplinary activities in order to understand concepts in physics laboratory activities in their professional practice. The research was conducted at IFES Campus Santa Teresa with a group of students from the Technical Course on Integrated Agricultural High School, enrolled in physics, consisting of 24 students. Initially, the students participated in educational activities of conceptual physics, and the theme generator design methodology was selected as the objective of developing an interdisciplinary and contextualized, referring to the concepts of soil. Following these concepts were used to carry out laboratory activities using the equipment available for the determination of texture, density, humidity and porosity of the soil samples, which resulted in completing reports. Students planned activities, preparing reports on their group, to determine the density, humidity and porosity of the fields according to the standard reports. Throughout this study, it was observed that the methodology allowed a greater interest by students, demonstrated by enthusiasm during the development of activities. It also promoted a better understanding of the concept of soil and a contextualized view of the behavior of soil water in the face of the texture features and their correlations with the physical quantities such as mass, density, velocity and humidity studied in high school. Project activities also allowed students to experience teamwork, allowing them to interact with equipment and materials, acquiring skills and acquire skills that only work on a project using the methodology. / The objective of this research was to evaluate the effectiveness of methodology of projects in the context of the concepts of physics in the teaching of Soil Science, arousing interest in the scientific research while working as a team, contributing for the education of the student and promoting a meaningful learning. Such research is warranted because the contemporary pedagogical proposals must have a focus on new meaning of education, centered on the idea that education means preparing the individual to meet personal needs and desires of a society in constant transformation. Unfortunately, most schools have established a methodology represented by the traditional lecture, in whose model the teacher conveys to the student the content through the verbal exposition of the subject, exercises of memorization and retention. However, for learning to be meaningful it becomes necessary for one school with previous experience of students, allowing the formulation and solution of problems that encourage the construction of knowledge. The traditional methodology of physics has not met the goal of educating the young for the exercise of technical and scientific activities, being disconnected from the vocational subjects, therefore, does not attract the interest of the student, being unable to stimulate development skills of teamwork. In this sense, it is believed that the teaching-learning process could be enhanced with the implementation of interdisciplinary activities in order to understand concepts in physics laboratory activities in their professional practice. The research was conducted at IFES Campus Santa Teresa with a group of students from the Technical Course on Integrated Agricultural High School, enrolled in physics, consisting of 24 students. Initially, the students participated in educational activities of conceptual physics, and the theme generator design methodology was selected as the objective of developing an interdisciplinary and contextualized, referring to the concepts of soil. Following these concepts were used to carry out laboratory activities using the equipment available for the determination of texture, density, humidity and porosity of the soil samples, which resulted in completing reports. Students planned activities, preparing reports on their group, to determine the density, humidity and porosity of the fields according to the standard reports. Throughout this study, it was observed that the methodology allowed a greater interest by students, demonstrated by enthusiasm during the development of activities. It also promoted a better understanding of the concept of soil and a contextualized view of the behavior of soil water in the face of the texture features and their correlations with the physical quantities such as mass, density, velocity and humidity studied in high school. Project activities also allowed students to experience teamwork, allowing them to interact with equipment and materials, acquiring skills and acquire skills that only work on a project using the methodology. / O objetivo da pesquisa foi avaliar a efic?cia da metodologia de projetos na contextualiza??o dos conceitos de F?sica no ensino da Ci?ncia do Solo, despertando o interesse pela pesquisa cient?fica ao trabalhar em equipe, contribuindo na forma??o integral do aluno e promovendo uma aprendizagem significativa. Tal pesquisa se justifica porque as propostas pedag?gicas contempor?neas precisam ter em foco um novo sentido da educa??o, centrado na id?ia de que educar significa preparar o indiv?duo para responder ?s necessidades pessoais e aos anseios de uma sociedade em constante transforma??o. Infelizmente, na maioria das escolas, vigora a metodologia tradicional representada pela aula expositiva, em cujo modelo o professor passa para o aluno o conte?do, atrav?s da exposi??o verbal da mat?ria, de exerc?cios de memoriza??o e fixa??o. Entretanto, para que a aprendizagem seja significativa torna-se necess?ria uma rela??o escolar com as experi?ncias anteriores dos alunos, permitindo a formula??o e resolu??o de problemas que incentivam a constru??o do saber. No ?mbito da F?sica a metodologia tradicional n?o tem atendido ao objetivo de formar o jovem para o exerc?cio de atividades t?cnicas e cient?ficas, mostrando-se desconectada das disciplinas de forma??o profissional, consequentemente n?o atrai o interesse do estudante, sendo incapaz de estimular o desenvolvimento de habilidades de trabalho em equipe. Neste sentido, acredita-se que o processo ensino-aprendizagem poderia ser aprimorado com a realiza??o de atividades interdisciplinares visando a compreens?o de conceitos de F?sica nas atividades laboratoriais em sua pr?tica profissional. O ensaio experimental foi realizado no IFES Campus Santa Teresa com uma turma de alunos do Curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio, matriculados na disciplina de F?sica, constitu?da por 24 alunos. Inicialmente os alunos participaram de atividades pedag?gicas conceituais de f?sica, sendo que o tema gerador da metodologia de projetos foi selecionado como o intuito de desenvolver um trabalho interdisciplinar e contextualizado, referente aos conceitos de solo. A seguir tais conceitos foram empregados na realiza??o de atividades de laborat?rio empregando os equipamentos dispon?veis para a determina??o da textura, densidade, umidade e porosidade total das amostras de solo, que resultaram no preenchimento de relat?rios. Os alunos planejaram as atividades, elaborando seus relat?rios em grupo para determinar a densidade, a umidade e a porosidade das ?reas experimentais de acordo com o padr?o de relat?rios. Ao longo da pesquisa foi poss?vel perceber que a metodologia utilizada possibilitou maior interesse dos alunos, demonstrado pelo entusiasmo pelas atividades desenvolvidas. Tamb?m promoveu um melhor entendimento do conceito de solo e uma vis?o contextualizada do comportamento da ?gua no solo em face das caracter?sticas da textura e de suas correla??es com as grandezas f?sicas como massa, densidade, velocidade e umidade estudadas no Ensino M?dio. As atividades do projeto ainda possibilitaram aos alunos a viv?ncia do trabalho em equipe, permitindo que eles interagissem com equipamentos e materiais, adquirindo habilidades e compet?ncias que somente adquiririam em um trabalho utilizando a metodologia de projetos. / O objetivo da pesquisa foi avaliar a efic?cia da metodologia de projetos na contextualiza??o dos conceitos de F?sica no ensino da Ci?ncia do Solo, despertando o interesse pela pesquisa cient?fica ao trabalhar em equipe, contribuindo na forma??o integral do aluno e promovendo uma aprendizagem significativa. Tal pesquisa se justifica porque as propostas pedag?gicas contempor?neas precisam ter em foco um novo sentido da educa??o, centrado na id?ia de que educar significa preparar o indiv?duo para responder ?s necessidades pessoais e aos anseios de uma sociedade em constante transforma??o. Infelizmente, na maioria das escolas, vigora a metodologia tradicional representada pela aula expositiva, em cujo modelo o professor passa para o aluno o conte?do, atrav?s da exposi??o verbal da mat?ria, de exerc?cios de memoriza??o e fixa??o. Entretanto, para que a aprendizagem seja significativa torna-se necess?ria uma rela??o escolar com as experi?ncias anteriores dos alunos, permitindo a formula??o e resolu??o de problemas que incentivam a constru??o do saber. No ?mbito da F?sica a metodologia tradicional n?o tem atendido ao objetivo de formar o jovem para o exerc?cio de atividades t?cnicas e cient?ficas, mostrando-se desconectada das disciplinas de forma??o profissional, consequentemente n?o atrai o interesse do estudante, sendo incapaz de estimular o desenvolvimento de habilidades de trabalho em equipe. Neste sentido, acredita-se que o processo ensino-aprendizagem poderia ser aprimorado com a realiza??o de atividades interdisciplinares visando a compreens?o de conceitos de F?sica nas atividades laboratoriais em sua pr?tica profissional. O ensaio experimental foi realizado no IFES Campus Santa Teresa com uma turma de alunos do Curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio, matriculados na disciplina de F?sica, constitu?da por 24 alunos. Inicialmente os alunos participaram de atividades pedag?gicas conceituais de f?sica, sendo que o tema gerador da metodologia de projetos foi selecionado como o intuito de desenvolver um trabalho interdisciplinar e contextualizado, referente aos conceitos de solo. A seguir tais conceitos foram empregados na realiza??o de atividades de laborat?rio empregando os equipamentos dispon?veis para a determina??o da textura, densidade, umidade e porosidade total das amostras de solo, que resultaram no preenchimento de relat?rios. Os alunos planejaram as atividades, elaborando seus relat?rios em grupo para determinar a densidade, a umidade e a porosidade das ?reas experimentais de acordo com o padr?o de relat?rios. Ao longo da pesquisa foi poss?vel perceber que a metodologia utilizada possibilitou maior interesse dos alunos, demonstrado pelo entusiasmo pelas atividades desenvolvidas. Tamb?m promoveu um melhor entendimento do conceito de solo e uma vis?o contextualizada do comportamento da ?gua no solo em face das caracter?sticas da textura e de suas correla??es com as grandezas f?sicas como massa, densidade, velocidade e umidade estudadas no Ensino M?dio. As atividades do projeto ainda possibilitaram aos alunos a viv?ncia do trabalho em equipe, permitindo que eles interagissem com equipamentos e materiais, adquirindo habilidades e compet?ncias que somente adquiririam em um trabalho utilizando a metodologia de projetos.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-23T20:24:08Z No. of bitstreams: 1 MariaRomeniaDaSilva_DISSERT.pdf: 9153786 bytes, checksum: 620df89724fe08915add287c082627c3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-27T21:19:15Z (GMT) No. of bitstreams: 1 MariaRomeniaDaSilva_DISSERT.pdf: 9153786 bytes, checksum: 620df89724fe08915add287c082627c3 (MD5) / Made available in DSpace on 2016-06-27T21:19:15Z (GMT). No. of bitstreams: 1 MariaRomeniaDaSilva_DISSERT.pdf: 9153786 bytes, checksum: 620df89724fe08915add287c082627c3 (MD5) Previous issue date: 2015-07-31 / Este trabalho constitui-se de um estudo sobre a import?ncia do Cinema para a forma??o cultural e profissional dos professores de Ci?ncias Naturais e Matem?tica. O potencial educativo do Cinema ? ressaltado por diferentes autores, que revelam, tamb?m, a lacuna de forma??o dos professores nesse meio (m?dia). Neste estudo, defendemos a linguagem audiovisual do Cinema como elemento integrador da Arte e Ci?ncia na forma??o cultural e profissional do professor. A tem?tica sobre a forma??o cultural dos professores vem sendo desenvolvida por diferentes autores, na qual a t?nica tem sido a import?ncia do di?logo inteligente com o mundo. Especificamente, na forma??o dos professores de Ci?ncias e Matem?tica, pela aproxima??o do Cinema em sua forma??o, vislumbra-se a possibilidade de minimizar a dicotomia entre a forma??o human?stica e cient?fica, j? bastante discutida por alguns estudiosos. Os produtos educacionais gerados buscaram contribuir para uma efetiva vivencia e reflex?o em torno do papel cultural e educacional do Cinema. Considerando o Cinema como uma poss?vel ?ponte? entre as duas culturas (cultural cient?fica e a cultura human?stica) e visando promover a apropria??o da linguagem audiovisual na forma??o dos professores, realizamos a I Mostra - Primavera Cultural: Cinema e Ensino de Ci?ncias. A elabora??o da cartilha ?T?picos de hist?ria, linguagem e t?cnica do Cinema para professores de Ci?ncias e Matem?tica?, e sua aplica??o em um minicurso no XXI Simp?sio Nacional de Ensino de F?sica tamb?m visaram contribuir com a aproxima??o da Ci?ncia e Arte na forma??o dos professores. / This work aims to study about the importance of cinema for cultural and professional training of teachers of Natural Sciences and Mathematics. The educational potential of cinema is emphasizing by different authors, which also reveal the teachers' training gap in this issue (media). In this study, we defend the audiovisual language of cinema as an integrating element of Arts and Science for cultural and professional training of teachers. This subject has been developed by different authors, in which the emphasis has been the importance of intelligent dialogue with the world. Specifically, the training of science teachers and mathematics, by the approach of Cinema in its formation, It envisions the possibility of minimizing the dichotomy between humanistic and scientific training, already much discussed by some researchers. Educational products contribute to an effective experience and reflection on the cultural and educational role of the Seventh Art. Considering the Cinema as a possible "bridge" between the two cultures (scientific culture and humanistic culture) and promoting ownership of audiovisual language in teacher training It was accomplished the I Exhibition - Cultural Spring: Cinema and Science Education in UFRN. The production of the booklet "Topics of History, Language and Art of Cinema for Science and Mathematics Teachers," and its application in a short course in the XXI National Symposium on Physics Teaching also aimed to contribute to the approximation of Science and Art in training teachers.

Made available in DSpace on 2014-12-17T15:04:52Z (GMT). No. of bitstreams: 1 BoniekVCS.pdf: 3895097 bytes, checksum: f39161dc2036ce5e2f55d5010de74d66 (MD5) Previous issue date: 2010-01-19 / Researches in the field of Science Teaching have shown, in recent decades, that students from high school level have difficulties in understanding basic concepts of science, in general, and physics, in particular. The specific literature indicates, as a priority for a scientific education of better quality, a more structured understanding about science. This work proposes the introduction of elements of History and Philosophy of Science in high school as an aid to learning the concepts of optics, in general, and of aspects concerning the nature of science, specifically. Making use of historical episodes regarding the controversy on the nature of light, especially during the seventeenth and eighteenth centuries, as well as clippings of the history of optics in relation to the development of models that explain the process of vision, we formulated a teaching unit and implemented it on two night high school classes of a public school in the city of Parnamirim (RN). The unit involved, primarily, the reading of three historical texts containing written questions followed by a collective debate ("moot"). The results indicated some difficulties in overcoming the misconceptions related to the process of vision and the nature of light. Nevertheless, we believe that the teaching unit has succeeded in relation to the learning of most students, both in relation to a better understanding of science as well as concepts of optics / A pesquisa no campo da Did?tica das Ci?ncias vem mostrando, nas ?ltimas d?cadas, que alunos do n?vel m?dio de ensino apresentam dificuldades de entendimento de conceitos b?sicos da ci?ncia, em geral, e da F?sica, em particular. A literatura especializada aponta, como um dos eixos para uma educa??o cient?fica de melhor qualidade, uma compreens?o mais estruturada sobre a ci?ncia. Este trabalho prop?e a introdu??o de elementos da Hist?ria e da Filosofia da Ci?ncia no ensino m?dio como subs?dio ? aprendizagem de conceitos da ?ptica, de forma geral, e de aspectos relativos ? natureza da ci?ncia, de forma espec?fica. Valendo-nos de epis?dios hist?ricos sobre a controv?rsia existente acerca da natureza da luz, principalmente nos s?culos XVII e XVIII, como tamb?m de recortes da hist?ria da ?ptica no que diz respeito ao desenvolvimento de modelos explicativos do processo da vis?o, elaboramos e aplicamos uma unidade did?tica a duas turmas do ensino m?dio noturno de uma escola da rede p?blica estadual da cidade de Parnamirim (RN). A unidade envolveu, primordialmente, a leitura de tr?s textos hist?ricos contendo quest?es escritas, al?m da realiza??o de um debate coletivo ( j?ri simulado ). A an?lise dos resultados indicou algumas dificuldades de supera??o das concep??es alternativas relacionadas ao processo da vis?o e ? natureza da luz. Apesar disso, entendemos que a unidade did?tica logrou ?xitos no que diz respeito ? aprendizagem da maioria dos alunos, tanto em rela??o a uma melhor compreens?o da ci?ncia como tamb?m de conceitos da ?ptica