Cine Obrero

VII Seminário de Extensão Universitária da UNILA (SEUNI); VIII Encontro de Iniciação Científica e IV Encontro de Iniciação em Desenvolvimento Tecnológico e Inovação (EICTI 2019) e Seminário de Atividades Formativas da UNILA (SAFOR)O Projeto de Extensão Cine Obrero é coordenado pelo Prof. Gil Felix e pela Profa. Juliana Guanais e se realiza em conjunto com as atividades do Grupo de Pesquisa sobre Trabalho, vinculado ao Grupo de Pesquisa sobre Trabalho - CNPq e cadastrado na UNILA. O Projeto Cine Obrero é voltado para a organização de mostras e exibição de produções audiovisuais relacionadas ao mundo do trabalho na região da tríplice fronteira entre o Brasil, a Argentina e o Paraguai. Trata-se, neste sentido, de uma atividade de difusão científica e artística por meio de recursos audiovisuais. O Projeto conta com a parceria da Mostra Cine Trabalho (Brazilian International Labour Film Festival), que é atualmente uma das principais mostras internacionais de cinema temático sobre o mundo do trabalho, em atividade desde 2008 na Universidade Estadual Paulista (UNESP) e na Universidade Estadual de Campinas (UNICAMP) e que, por sua vez, tem como parceiros a Rede de Estudos do Trabalho (RET) e o Global Labour Film Festival. O Cine Obrero tem a especificidade de privilegiar em sua curadoria as produções audiovisuais sobre contextos envolvendo o trabalho e os trabalhadores latino-americanos em geralAgradeço a Universidade Federal de Integração Latino Americana - UNILA, por proporcionar de acordo com os princípios e pilares que a regem, Ensino, Pesquisa e Extensão, auxílio financeiro para a execução desse projeto de extensão. Com isto, uma estudante através da bolsa pode se dedicar com segurança econômica para o desenvolvimento da ciênci

Funnel control for boundary control systems

We study a nonlinear, non-autonomous feedback controller applied to boundary control systems. Our aim is to track a given reference signal with prescribed performance. Existence and uniqueness of solutions to the resulting closed-loop system is proved by using nonlinear operator theory. We apply our results to both hyperbolic and parabolic equations.Comment: 26 pages, thoroughly revised version. The system class has been generalized considerably. Added general example class of parabolic problem

Einfluss des Antiepileptikums Topiramat auf die mit Transkranieller Magnetstimulation gemessene Exzitabilität des menschlichen Motorkortex

Die Transkranielle Magnetstimulation (TMS) gilt heute in der neurophysiologischen Diagnostik als etabliertes Verfahren zur Untersuchung zentralmotorischer Bahnen und zur Erfassung der Erregbarkeit des menschlichen Motorkortex. In in-vivo-Studien wurden mit unterschiedlichen Parametern der Einzel- und Doppelimpuls-TMS verschiedene Wirkmechanismen antikonvulsiv wirksamer Medikamente dargestellt (Ionenkanalblockade, Glutamat-Rezeptor-Antagonismus, GABA-Rezeptor-Agonismus). Topiramat (Topamax®, TPM) ist ein neueres Antikonvulsivum mit breitem klinischen Anwendungsspektrum. In in-vitro-Studien wurden fünf Wirkmechanismen für TPM eruiert, die zu dessen klinischer Wirksamkeit im Sinne einer Anfallsprophylaxe bei fokalen und generalisierten Epilepsien beitragen könnten: 1. Die Blockade spannungsabhängiger Natriumkanäle 2. Der GABAA-Rezeptor-Agonismus Diese beiden Mechanismen wurden kontrovers als der jeweilige Hauptwirkmechanismus diskutiert. Des Weiteren: 3. Die Blockade spannungsabhängiger Kalziumkanäle vom L-Typ 4. Die Blockade des Kainat/AMPA-Glutamatrezeptors 5. Die Hemmung der Carboanhydrase II und IV. In vivo wurde mittels Magnetresonanzspektroskopie zusätzlich eine Erhöhung der zerebralen GABA-Konzentration nach TPM-Gabe nachgewiesen (6. Wirkmechanismus). In einer placebokontrollierten Doppelblind-Crossover-Studie wurden an 20 gesunden Probanden mit drei neu erstellten Einzel- und Doppelimpuls-TMS-Paradigmen die Effekte einer oral verabreichten Einzeldosis von 50 mg und 200 mg TPM auf die motorischen Schwellen (RMT, AMT), die kortikal induzierte Silent Period (CSP), sowie die intrakortikale Inhibition (ICI) und Fazilitation (ICF) untersucht. Ziel der Studie war der Nachweis einer Änderung einzelner TMS-Parameter durch TPM, um damit zu klären, welcher der fünf in vitro nachgewiesenen Wirkmechanismen von TPM für die Modulation der Erregbarkeit des Motorkortex in vivo relevant sein könnte. Des Weiteren wurden die auftretenden Nebenwirkungen analysiert und mit den Veränderungen der kortikalen Erregbarkeit korreliert, um den Zusammenhang zwischen Effektivität und Tolerabilität zu evaluieren. Zwei Stunden nach Einnahme von 200 mg TPM zeigte sich im Paradigma 3 eine signifikante, deutlich dosisabhängige Zunahme der ICI bei Anwendung kurzer Interstimulusintervalle (p=0,0072 für Interstimulusintervall 3 ms, konfirmatorische Analyse; p=0,0007 für Interstimulusintervall 2 ms, explanatorische Analyse, Wilcoxon-sign-rank-Test für unverbundene Stichproben mit Bonferronikorrektur). Zusätzlich ergab sich eine leichte, nur teilweise dosisabhängige Abnahme der ICF bei längeren Interstimulusintervallen (10 und 15 ms), die jedoch keine Signifikanz erreichte. Die motorischen Schwellen (RMT, AMT) und die CSP blieben nach 50 und 200 mg TPM konstant. Aus den Ergebnissen der Arbeit ist zu folgern, dass die antikonvulsive Wirkung von TPM am menschlichen Motorkortex durch eine GABA-A-erge Wirkung vermittelt wird, die sich typischerweise als Zunahme der ICI widerspiegelt. Möglicherweise spiegelt die geringe Abnahme der ICF den gleichen Mechanismus, bzw. additiv das anti-glutamaterge Potenzial von TPM wider. Eine GABA-B-vermittelte Modulation, die zu einer Verminderung der ICF führen könnte, scheint aufgrund der unbeeinflussten CSP, die ebenfalls auf GABA-B-erger, transsynaptischer Modulation beruht, unwahrscheinlich. Eine Beeinflussung der kortikalen Erregbarkeit durch die in vitro beschriebene und als Hauptwirkmechanismus postulierte ionenkanalblockierende Wirkung von TPM scheint in vivo ebenfalls nicht relevant zu sein. Die TMS hat sich im Rahmen dieser Studie als geeignet für die in vivo-Charakterisierung der Wirkweise eines neues Medikamentes erwiesen. Da die Methode schon mehrfach zusätzliche Erkenntnisse zu den tierexperimentellen und hu-manen Studienergebnissen erbrachte, bietet es sich an, mit TMS bereits in der präklinischen Phase neue Antikonvulsiva am Menschen zu charakterisieren, da es sich hierbei um eine günstige und noninvasive Methode handelt, die Hinweise für relevante Wirkmechanismen erbringen kann

The multi-vehicle covering tour problem: building routes for urban patrolling

In this paper we study a particular aspect of the urban community policing: routine patrol route planning. We seek routes that guarantee visibility, as this has a sizable impact on the community perceived safety, allowing quick emergency responses and providing surveillance of selected sites (e.g., hospitals, schools). The planning is restricted to the availability of vehicles and strives to achieve balanced routes. We study an adaptation of the model for the multi-vehicle covering tour problem, in which a set of locations must be visited, whereas another subset must be close enough to the planned routes. It constitutes an NP-complete integer programming problem. Suboptimal solutions are obtained with several heuristics, some adapted from the literature and others developed by us. We solve some adapted instances from TSPLIB and an instance with real data, the former being compared with results from literature, and latter being compared with empirical data.Comment: 28 pages, 8 figures, 7 tables, Brazilian Operations Research Society; Printed version ISSN 0101-7438 / Online version ISSN 1678-514

Immobilization of protease extracted from Bacillus sp. P45 on different supports

Immobilization is a direct tool which not only improves the activity and stability of enzymes, but also enables their reuse. Therefore, selecting methods and supports to obtain biocatalysts with high selectivity and thermal stability is an important step. This study aimed at evaluating the immobilization of partially purified protease from Bacillus sp. P45, by different methods with the use of the following carriers: Amberlite IR® 120, montmorillonite clay, chitosan, glutaraldehyde-activated chitosan, Eupergit® C, DEAE-Cellulose® and QAE-Sephadex®. It also aimed at determining the operational stability of the derivative. The best results were obtained with the use of glutaraldehyde-activated chitosan, Amberlite IR® 120 and montmorillonite clay, with loading capacities of 25.4, 6.2 and 2.3 U/g support, respectively. Regarding the operational stability of the derivative glutaraldehyde-activated chitosan, the enzyme was found to keep 53.5% of its residual activity after being reused four times

Desenvolvimento Profissional De Docentes Participantes Do Programa De Residência Pedagógica Da Unifesp

The present research investigated the professional development of teachers within the school institution, based on the insertion of the Teaching Residency Program (PRP- Acronym in Portuguese). It aimed to investigate the professional development of public school teachers of Guarulhos city, inserted in the PRP. The implications of PRP actions on the professional development of participating teachers were analyzed. The PRP, an initial formation program that composes the pedagogical project of the pedagogy course of the Federal University of São Paulo, has an organization of its own curricular internship and methodology and, at the same time as it is an internship program, it is also a continuing training program. It is based on the assumption that it can contribute to the training of the teachers participating in the program by offering subsidies for the work carried out and, at the same time, by developing a professionalism based on the critical thinking of practice, study of theory and research. Analyses of authors as Garcia (1999, 2009, 2012), Sacristán (1999), Imbernón (2004, 2009), Freire (1991, 1997, 2002, 2011), Day (1999), Giglio; Lugli (2013), Gomes (2011), Silvestre (2011) e Panizzolo et. al. (2012), were references in this study that had as a goal, a review of the literature on professional teacher development. It described the Program of Pedagogical Residence of UNIFESP and its form of organization; It described and analyzed how the insertion of PRP in public city school takes place; It identified what training actions the program triggers at school; It verified if spaces are created for reflection on the teaching practice, based on the PRP; It identified aspects that consolidate the processes of continuing education of the teachers in these schools based on the Program; It identified other aspects that implicate in professional teacher development related to the insertion of the school into the Program. This is a research of a qualitative approach, which had a field research carried out by professionals who work in a public school in the city of Guarulhos and take part in the PRP, through observation and autobiographical narrative as procedures of data collection. Analyzing the data in the light of the referential, we concluded that the teachers participating in the PRP recognize the contributions of the program to their professional development, debate the teaching from the observation of the actions of the residents and the participation in the formations offered by the university.A presente pesquisa investigou o desenvolvimento profissional docente no âmbito da instituição escolar, tendo por base a inserção do Programa de Residência Pedagógica (PRP). Foram analisados os desdobramentos das ações do referido programa no desenvolvimento profissional de professores de escola pública municipal de Guarulhos, participantes dessa iniciativa. O PRP, é um programa de formação inicial que compõe o projeto pedagógico do curso de pedagogia da Universidade Federal de São Paulo (UNIFESP), tem uma organização de estágio curricular e metodologia próprias e, ao mesmo tempo em que é um programa de formação inicial, é também de formação continuada. Partiu-se do pressuposto de que pode contribuir com a formação dos docentes participantes ao oferecer subsídios para o trabalho realizado e, ao mesmo tempo, com o desenvolvimento de uma profissionalidade fundada na reflexão crítica da prática, estudo da teoria e pesquisa. Para tanto, autores como Garcia (1999,2009), Sacristán (1999), Imbernón (2004, 2009), Freire (1991,1997, 2002, 2011), Day (1999), Giglio; Lugli (2013), Gomes (2011), Silvestre (2011) e Panizzolo et. al. (2012), foram referências nesse estudo que teve como objetivos: analisar os desdobramentos das ações do Programa de Residência Pedagógica no desenvolvimento profissional de professores de escola pública municipal de Guarulhos, inseridos nesta iniciativa; discutir as formulações sobre desenvolvimento profissional de professores e suas possibilidades de concretização no contexto do programa de inserção profissional, com ênfase no Programa de Residência Pedagógica; descrever o Programa de Residência Pedagógica da UNIFESP; caracterizar as ações desencadeadas na escola no contexto do PRP, com ênfase nos espaços constituídos para a reflexão sobre a prática docente; identificar aspectos que consolidam o desenvolvimento profissional de professores participantes do PRP em seu contexto de trabalho. Trata-se de uma investigação de abordagem qualitativa, que contou com uma pesquisa de campo com coleta de dados por meio de observação e de narrativas orais realizadas com profissionais que trabalham em uma escola da rede pública do município de Guarulhos e participam do PRP. Ao analisar os dados à luz do referencial concluímos que os professores participantes do PRP reconhecem as contribuições do programa para o seu desenvolvimento profissional, refletem a docência a partir da observação das ações dos residentes e da participação nas formações oferecidas pela universidade.Dados abertos - Sucupira - Teses e dissertações (2017

EDUCACIÓN E INCLUSIÓN DIGITAL EN LA PANDEMIA: UNA REVISIÓN EXPLORATORIA SOBRE LOS DESAFÍOS DEL CONTEXTO BRASILEÑO

We discuss digital inclusion and its challenges for the educational scenario in a pandemic society. We reflect on the existing problem that was exacerbated by the precariousness of education during the covid-19 pandemic. We are based on an exploratory study based on scientific articles located in the electronic library SciELO, Google Scholar, as well as demographic data from different institutions and Brazilian legislation. We believe that the challenges of digital inclusion are not limited to understanding and managing digital technologies, but also to the first access to these instruments and to the digital environment. Thus, in the Brazilian context, the digital inclusion gap is one of the problems of public education, contributing to the generation and deepening of social and educational inequalities.Discutimos la inclusión digital y sus desafíos para el escenario educativo en una sociedad pandémica. Reflexionamos sobre la problemática existente que se vio agudizada por la precariedad de la educación durante la pandemia del covid-19. Nos basamos en un estudio exploratorio basado en artículos científicos ubicados en la biblioteca electrónica SciELO, Google Scholar, así como datos demográficos de diferentes instituciones y la legislación brasileña. Creemos que los desafíos de la inclusión digital no se limitan a comprender y manejar las tecnologías digitales, sino también al primer acceso a estos instrumentos y al entorno digital. Así, en el contexto brasileño, la brecha de inclusión digital es uno de los problemas de la educación pública, contribuyendo para la generación y profundización de las desigualdades sociales y educativas

A Project-based Learning curricular approach in a Production Engineering Program

The Industrial Engineering undergraduate program offered at the University of Brasília was structured on Project Based Learning (PBL) methodology. This innovative educational proposal allows the students to deploy their technical competencies through real problem solving situations. The methodology also stimulates the development of the students’ soft skills, by exposing them to a challenging environment. At the end of each project, the results are presented to an external agent, and are subsequently implemented. The objective of this paper is to present the evolution of the PSP courses, which adopt as guidelines both the PMBOK project management framework, as well as content from specific technical courses related to the project’s subject. One other relevant aspect of the PSP courses is their involvement of both undergraduate and graduate students from different Engineering areas, such as Industrial, Mechanical and Civil Engineering, which serves to foster a more holistic and integrated problem-solving skillset