UN Peacekeeping operations and gendered threats to the protection of civilians

The intersection between the protection of civilians (POC) and gender hasbeen addressed in Security Council resolutions on POC and on women, peace,and security (WPS) since the late 1990s. Nonetheless, understanding howPOC and gender converge, and translating this convergence intoimplementable action plans, are challenging tasks for peacekeeping missions

A EDUCAÇÃO COMO INSTRUMENTO DE PROTEÇÃO AMBIENTAL

http://dx.doi.org/10.5902/223611705642This work relates to a reflexive action on education in formal education as an instrument oftransformation of institutional schooling behavior that concerns itself with issues about theprotection of the environment. The history of mankind drives the universe to environmentaldegradation, environmental damage caused by the rampant advancement of new technologies indifferent human activities without the sensitivity to make use of the environment and,consequently, without there being a constant environmental threat. The ideas addressedimportant posture support a broadcast about the environmental education in relation to the roleof education critical and reflective. Here if you want to demonstrate that every effort will onlyhave value when traçarmos goals for improving knowledge and awareness of environmentalcitizenship.http://dx.doi.org/10.5902/223611705642Este trabalho reporta-se a uma ação reflexiva sobre a educação no ensino formal como instrumento de transformação de comportamento do educando institucional que se preocupa com as questões sobre a proteção ao meio ambiente. A história da humanidade conduz o universo ambiental às degradações, aos danos ambientais causados pelo avanço desenfreado das novas tecnologias nas diferentes atividades humanas sem a sensibilidade de fazer uso do meio ambiente e, consequentemente, sem que haja uma constante ameaça socioambiental. As ideias abordadas sustentam uma postura importante na difusão sobre a Educação Ambiental em relação ao papel da educação crítica e reflexiva. Aqui se pretende demonstrar que todo esforço só terá valor quando aperfeiçoarmos conhecimento e traçarmos objetivos para uma consciência de cidadania ambiental

Engineering students can use the words “calculus” and “love” in the same sentence: using active learning the impossible can happen

Teaching Calculus can be one of the most challenging practices in the engineering context for a number of reasons, namely: taught at the beginning of engineering courses, introducing to the student in a critical phase of his/her transition between high school and university, not understanding the meaning of some contents in relation to Engineering. The disciplines of Calculus are responsible for high failure rates and students’ dropout. Lectures are predominantly used to teach Calculus in engineering context, with rigid contents centered on the blackboard and in the book. Therefore, students have low interaction with teachers and they have difficult to build their own knowledge and to understand the importance of mathematical methods, and procedures. However, project based learning was used to teach Calculus to engineering students. Students were asked to choose a phenomenon of their Engineering area of knowledge and explain why and how it needs integrals and derivatives to be explained. 127 students from six engineering courses were involved in the experiment. The students were organized in teams and tutored by other professors. This paper aims to describe the experience and analyze the outcomes terms of the perception of learning and development of transversal competences. The evaluation was based on content analysis of the reports delivered by the students. 100% of the groups evaluated the experience as positive. The students used adjectives such as "excellent", "extraordinary" to characterize the experience. In addition, students reported the following learning outcomes: knowledge and understanding; analysis; problem-solving; creativity/originality; communication and presentation; evaluation; planning and organization; interactive and group competences. Some groups reported that, in this project, they created prototypes that they will keep on researching and developing to take these ideas to the market. Yet, in this experience, the failure rate of this disciplThis work has been partially supported by projects COMPETE-POCI-01-0145-FEDER-007043 and FCT-UID-CEC-00319-2013, from Portugal

Influence of bisphosphonates on alveolar bone density: a histomorphometric analysis

This study is a histomorphometrical analysis of the influence of the bisphosphonate alendronate on alveolar bone density. Eighteen male Wistar rats were randomly assigned to a control group (n = 9) that received no medication and an experimental group (n = 9) that received oral alendronate (1 mg/kg) from birth until euthanization at 3 months of age. Semi-serial 4-µm-thick transverse sections were obtained from the region between the roots of the left maxillary first molar, stained with hematoxylin and eosin, and examined with a Zeiss Axioskop II optical microscope for histomorphometric analysis. The images were captured with a digital camera coupled with the microscope and connected to a computer, and were analyzed using Image J 1.34s image-analysis software. A 1,200-point grid was positioned onto each digitized image. The number of intersection points of grid lines in the bone tissue was counted. The ratio between the number of points in the bone tissue and the total number of points of the grid (1,200) was used to determine the bone density of the analyzed tissue. Data from the control and experimental groups were compared and analyzed statistically by the Student's t-test (p = 0.05). There was no statistically significant difference (p = 0.3754) in the alveolar bone density between the control and alendronate-treated animals. It may be concluded that the bisphosphonate alendronate did not alter the morphology of the alveolar bone, maintaining its structural tissue characteristics in healthy animals.São Paulo State Research Foundation (FAPESP) and a research postgraduate scholarship granted by the Brazilian Government Research Funding Agency CAPES. The authors are indebted to the Department of Physiology of Ribeirão Preto Dental School, University of São Paulo, Brazil, and to the histotechnician MS. Fátima Aparecida Silveira from the Service Pathology of Bauru Dental School, University of São Paulo (USP), Brazi

A EDUCAÇÃO AMBIENTAL E A RESPONSABILIDADE SOCIOAMBIENTAL NAS PRÁTICAS AMBIENTAIS EM INSTITUIÇÕES DE ENSINO SUPERIOR NO BRASIL

http://dx.doi.org/10.5902/223611708786This article deals with the Environmental Education as part of social-environmental responsibility actions of Higher Education Institutions from the analysis of a few meanings of environmental problems. These institutions need to know the various educational and organisational processes and the subjects involved to define the lines guiding environmental practices guidelines, with an educational method that creates the conditions for individuals to have a real learning for environmental practices aware and committed. The Higher Education Institutions should fulfill their environmental and social responsibility as they have committed to train professionals for the new labour market with vision focused on environmental issues, aware of their social role. Environmental Education represents a strong ally of the institutions that work with education, with the aim of balancing the man and his environment, being a tool for transformation.http://dx.doi.org/10.5902/223611708786Este artigo trata da Educação Ambiental como parte das ações de responsabilidade socioambiental das Instituições de Ensino Superior – IES partindo da análise de alguns significados da problemática ambiental. Estas instituições precisam conhecer os vários processos educacionais e organizativos e os sujeitos envolvidos para definir as linhas diretrizes norteadoras das práticas socioambientais, com um método educativo que crie as condições para que os indivíduos tenham uma aprendizagem real para a realização de práticas ambientais conscientes e comprometidas. As IES devem cumprir sua responsabilidade ambiental e social, pois têm o compromisso de formar profissionais preparados para o novo mercado de trabalho com visão focada nas questões ambientais, conscientes de seu papel social. A EA representa uma forte aliada das instituições que atuam com a educação, com o objetivo de equilibrar o homem e seu meio, sendo instrumento para transformação