The Pre-Vesalian Kidney: Gabriele Zerbi, 1445–1505

Gabriel Zerbi was born in Verona in 1445 and died in Dalmatia in 1505. He was professor of philosophy in Padua at the age of 22, and moved to Bologna where he became professor of medicine and philosophy. In Rome at the time of Sixtus V and Innocentius VIII, he was archiater and professor of medicine. He completed his academic career in Padua where he worked from 1494 to 1505 with a salary of 600 florins a month. A man of vast culture, a philosopher, physician and professor of medicine, he wrote many books: (1) Questiones Metaphysicae; (2) Gerentocomia; (3) De Cautelis Medicorum; (4) Liber anatomiae corporis humani et singulorum membrorum illius; (5) De anatomia infantiis et porci ex traditione Cophonis, and (6) Libellus de preservatione corporum a passione calculosa. His contribution to anatomy was superb. Through him the discipline became the basis of modern medicine. The core of this article deals with some passages of Zerbi's chapters on the anatomy of the kidneys and bladder

Repertoire and Representations of Fado and Revolution

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Biomechanical Strengthening of the Human Cornea Induced by Nanoplatform-Based Transepithelial Riboflavin/UV-A Corneal Cross-Linking

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Phase transformations in an AISI 410S stainless steel observed in directional and laser-induced cooling regimes

The applications of the chromium ferritic stainless steel AISI 410S have been considerably increased in the last years in many technical fields as chemical industries and oil or gas transportation. However, the phase transformation temperatures are, currently, unknown for this alloy. The aim of this work is to determine the alpha to gamma transformation temperatures of the AISI 410S alloy in different cooling conditions and to analyze them using continuous cooling theory. In order to achieve different cooling rates and thermal conditions, two complementary techniques were used: Bridgman furnace crystal growth and laser remelting technique. The measured solidification temperature was around 1730 and 1750 K. Plate-like and dendritic austenite precipitates were obtained in solid-state phase using growth rates between 5 and 10 µm/s in directional growth experiments. Only plate-like austenite phase was observed in the experiments using growth rates above 100 µm/s. The appearance of dendrites, with the consequent segregation of the elements, can be previously determined by the microstructure modeling currently proposed. Massive austenite can be produced from 0.3 to 10 mm/s rates at temperatures between 1100-1300 K. The structure might be less sensitive to corrosion because this phase is produced without microsegregation.Commission of Technology and Innovation (Switzerland)Swiss Steel Co.Instituto de Estudos Avançados Centro Técnico AeroespacialUniversidade Federal de São Paulo (UNIFESP) Instituto de Ciências Ambientais, Químicas e Farmacêuticas Departamento de Ciências Exatas e da TerraUNIFESP, Instituto de Ciências Ambientais, Químicas e Farmacêuticas Depto. de Ciências Exatas e da TerraSciEL

Práticas letivas dos professores Santomenses no ensino da Estatística

Neste artigo pretendemos dar a conhecer um estudo realizado na Républica de São Tomé e Princípe, no âmbito do curso de Mestrado em Ensino das Ciências e centrado no ensino da Estatística no ensino superior. Aqui pretendemos dar resposta à questão de investigação: Que práticas letivas desenvolvem os professores do ensino superior no ensino da Estatística? Metodologicamente optámos pela realização de um estudo de natureza qualitativa. Participaram dois professores que lecionavam a disciplina de Estatística no Instituto Superior Politécnico de São Tomé e Princípe. A recolha de dados foi efetuada através da realização de uma entrevista semi-estruturada e pela observação de três aulas a cada professor, nas quais foram abordadas as “Medidas de Tendência Central”. A análise de dados consistiu na definição de categorias no início do estudo. No que concerne às práticas de sala de aula, os dois professores adoptaram, nas aulas observadas, uma metodologia centrada num tipo de ensino de caráter expositivo, estruturando a sua prática letiva em três fases: apresentação teórica de termos e conceitos, resolução de um exercício de aplicação do conceito em estudo e resolução de outros exercícios para a consolidação do mesmo. É de referir que os alunos manifestaram interesse nas aulas, procuraram esclarecer as suas dúvidas e ajudar os colegas na compreensão dos conceitos em estudo e cooperaram na realização das tarefas, tanto individualmente no caderno como coletivamente no quadro.In this paper we aim at unveiling an analysis undertaken in the R.D. of S. Tomé e Príncipe within a master’s course in Teaching Sciences and centred on teaching statistics in higher education. We wish to furnish a question to the investigation question: which teaching practices do higher education teachers develop when teaching statistics. Methodologically we opted for a qualitative study. Two lecturers teaching Statistics in the Instituto Superior Politécnico of São Tomé e Príncipe participated. Data gathering occurred through conducting a semi-structured interview and observation of three classes for each lecturer, in which “Measures of Central Tendency” were approached. Data analysis consisted in the definition of categories in the beginning of the study. Concerning classroom practices, both lecturers opted for, in the classes observed, a teaching methodology centred on a basically expositive teaching approach, structuring their teaching practice around three steps: theoretical presentation of terms and concepts; solving an exercise applying the concept under study and; solving further exercises aiming at reinforcing the same. It must be noted that students have shown an high degree of interest in the lectures, have sought to solve their doubts and tried to help colleagues in understanding concepts under study and cooperated in performing tasks, both on an individual level on their exercise books or collectively on the blackboard.info:eu-repo/semantics/publishedVersio

Tecnologie, autonomia e internazionalizzazione. L'italiano L2 di cinesi

The development of autonomy in language learning is a strategic element in the enhancement of the internationalisation process of universities. In the Web 2.0 society the virtual spaces of e-learning provide support for, and empowerment of, autonomous learning traditionally carried out individually in Self-Access Language Centres. Autonomous language learning is now enriched by cooperative activities in virtual communities of learning through forums, wikis and chats without limits either of space or of time. The present paper takes a critical look at an L2 autonomous learning pathway undertaken online by Chinese exchange students in a "virtual self-access". This learning model proved to be engaging and motivating and facilitated the students' first approach to autonomous learning

O insucesso escolar no 3º ciclo do ensino básico: fatores pessoais e familiares

Tese de doutoramento em Ciências da Educação (área de especialização em Psicologia da Educação)Ao longo das últimas décadas têm sido frequentes os estudos realizados sobre os determinantes do rendimento académico, isto é, sobre os fatores que interferem na aprendizagem e, consequentemente, no sucesso/insucesso escolar. É neste contexto que se insere a presente investigação onde se analisa a influência de variáveis pessoais (cognitivas, do self, e de estudo) e familiares (nível socioeconómico cultural e estilos educativos parentais) no rendimento académico e no percurso escolar de alunos do 3º ciclo do ensino básico. Assim, o nosso objetivo é perceber de que forma as variáveis pessoais e familiares influenciam o rendimento académico e a definição dos percursos escolares dos adolescentes. Uma amostra de 298 alunos foi seguida ao longo de três anos letivos. Em termos de conclusões, os resultados nas provas cognitivas (raciocínio e estilo cognitivo), do self (autoconceito), de estudo (abordagem à aprendizagem) e motivacionais (atribuições causais), associam-se positivamente ao rendimento académico e negativamente com as retenções anteriores dos alunos do 8º e 9º anos, comprovando, assim, o seu impacto no rendimento académico. Por outro lado, existe uma relação positiva e significativa entre a qualidade das relações familiares e a satisfação com a vida académica e ajustamento, logo com o rendimento académico. Os resultados nessas variáveis diferenciam, ainda, os alunos com um percurso académico mais e menos bem conseguido, sendo que as habilitações literárias, os níveis socioeconómicos, as expectativas de extensão de escolaridade e a responsividade parental são, de entre as variáveis familiares tomadas, aquelas que apresentam maior impacto nos percursos vocacionais na adolescência. Ponderando o conjunto de variáveis, em termos do rendimento escolar, as variáveis psicológicas do aluno são mais decisivas, explicando cerca de 54% da variância, assumindo o raciocínio o maior peso (explica 29% dessa variância). Em relação às diferenças de percursos académicos, as variáveis psicológicas e familiares combinam-se para explicar os grupos de alunos que fazem opção por vias académicas mais longas ou mais breves (profissionalizantes).Studies on determinants of academic performance - factors that interfere in the learning process and thus ultimately with success or failure at school - have been frequent over the past decades. This research analyses the influence of personal variables (cognitive, self and studying skills) and family variables (socioeconomic status and parenting educational types) in academic performance and education career of students undergoing the 3rd cycle of basic education. Our goal is to understand how personal and family variables influence the academic performance and the school paths followed by adolescents. A sample of 298 students was followed over three academic years. Our conclusions show positive associations between academic performance and cognitive tests scoring (reasoning and cognitive pattern), self, studying skills (approach to learning) and motivational factors (causal attributions) and negative association with previous failures of students in the 8th and 9th year of the curricula, pointing to an objective impact of said factors on academic performance. On the other hand, there is a positive and significant correlation between the quality of family relationships and satisfaction with academic life, and ultimately with school performance. The results in these variables differentiate students with a better or worse school performance. Moreover, academic qualifications, socioeconomic level, expectations over schooling career lengths and parental responsiveness are, among the family variables tested, those who have greater impact on vocational courses in adolescence. Psychological factors in students assume a decisive weight in the chosen variable set, accounting for 54% of total variance, with reasoning alone carrying a weight of 29% of that measure. Regarding the differences in School backgrounds, psychological and family variables combine to explain the groups of students who are opting for longer or shorter school careers (professionalizing).Fundação para a Ciência e a Tecnologia (FCT). Cofinanciamento Fundo Social Europeu (FSE), no âmbito do Programa Operacional Potencial Humano (POPH) do QREN a partir de 2009-01-01