HÁ ESPAÇO PARA PARRESÍA NA EDUCAÇÃO FÍSICA ESCOLAR? ENSAIO SOBRE OS MODOS DE VERIDICÇÃO NAS PRÁTICAS DE OUVIR/FALAR/FAZER

Dispondo do aporte foucaultiano, este ensaio analisa nas práticas de ouvir/falar/fazer no espaço-tempo das aulas de Educação Física, as possibilidades para um dizer-a-verdade que possa se assemelhar às nuances da parresía apresenta em “A coragem da verdade: o Governo de Si e dos Outros II”. No percurso metodológico, lemos os planos de aula de dois docentes, caracterizamos as práticas e confrontamos a obra de Foucault para alicerçar as interpretações. Assim, as rodas de conversas e os exercícios corporais são um dizer-a-verdade atrelada à teknê, embora haja chances para a parresía política. O lúdico emerge como potência para a parresía socrática, porém, a coragem da verdade não reduz o controle panóptico escolar. Por fim, é na potência heterotópica de uma Educação Física que vá além do “saber-fazer” que aventamos este ensaio

The Perceptions of Incoming College Students from One of the Universities of the South on the Use of Biomimicry as a Method in the Field of Engineering

Biomimicry is a growing concept in science. Technologies that are developed nowadays are influenced by thorough studies on the structure and function of plants and animals. To bring innovative ideas that came from nature\u27s own adaptation and apply this to the principles of engineering, the study aimed to gauge and understand the level of perception of incoming Engineering students towards the process and engineering of biomimetics technologies. It determined the level of knowledge of the respondents with regards to the utilization of biomimicry in the modern setting. The researchers used a descriptive quantitative survey research design to measure the awareness or perception of the respondents. The researchers also made use of a researcher-made questionnaire for the collection of data and applied the 4-point Likert scale. The respondents of this study are the Grade 12 STEM students of the University of Perpetual Help System DALTA. The study utilized the statistical tools of frequency, percentage, and weighted mean in interpreting the perception of the respondents. The results of the study showed that majority of the respondents are aware to more famous inventions/concepts inspired by biomimicry such as the Bullet Train and photosynthetic ability of plants. After analyzing the results, the researchers conclude that the respondents are aware of the modern the designs and concepts of biomimicry making way for professionals to apply biomimicry in the future. In addition, the results of this study provided the researchers insights for future reference and engineering designs

Stable thrombus formation on irradiated microvascular endothelial cells under pulsatile flow: Pre-testing annexin V-thrombin conjugate for treatment of brain arteriovenous malformations

© 2018 Elsevier Ltd Background: Our goal is to develop a vascular targeting treatment for brain arteriovenous malformations (AVMs). Externalized phosphatidylserine has been established as a potential biomarker on the endothelium of irradiated AVM blood vessels. We hypothesize that phosphatidylserine could be selectively targeted after AVM radiosurgery with a ligand-directed vascular targeting agent to achieve localized thrombosis and rapid occlusion of pathological AVM vessels. Objective: The study aim was to establish an in vitro parallel-plate flow chamber to test the efficacy of a pro-thrombotic conjugate targeting phosphatidylserine. Methods: Conjugate was prepared by Lys-Lys cross-linking of thrombin with the phosphatidylserine-targeting ligand, annexin V. Cerebral microvascular endothelial cells were irradiated (5, 15, and 25 Gy) and after 1 or 3 days assembled in a parallel-plate flow chamber containing whole human blood and conjugate (1.25 or 2.5 μg/mL). Confocal microscopy was used to assess thrombus formation after flow via binding and aggregation of fluorescently-labelled platelets and fibrinogen. Results and conclusions: The annexin V-thrombin conjugate induced rapid thrombosis (fibrin deposition) on irradiated endothelial cells under shear stress in the parallel-plate flow device. Unconjugated, non-targeting thrombin did not induce fibrin deposition. A synergistic interaction between radiation and conjugate dose was observed. Thrombosis was greatest at the highest combined doses of radiation (25 Gy) and conjugate (2.5 μg/mL). The parallel-plate flow system provides a rapid method to pre-test pro-thrombotic vascular targeting agents. These findings validate the translation of the annexin V-thrombin conjugate to pre-clinical studies

Preference, importance and participation of girls and boys in the Physical Education High School class

O objetivo do estudo é compreender, sob perspectiva discente, a interferência do marcador gênero nas relações dos/as estudantes de Ensino Médio com a Educação Física (EF). Trata-se de uma pesquisa descritiva com 94 alunos e 88 alunas de 8 escolas estaduais de São Paulo (Brasil), que levantou informações de gosto, importância e participação na disciplina EF, a partir de aplicação de questionário estruturado. Os resultados indicam que meninos atribuem maior importância, gostam e participam mais do que as meninas. Contudo, não é possível afirmar que meninas desgostam, não participam e não atribuem importância. Em cotejo com a literatura, a participação das alunas na EF, além do fator gosto, está concatenada a obrigação ou via “obediência-subversiva” no ambiente ambíguo escolar, de discursos explícitos de igualdade de condições e de práticas implícitas segregacionistas de gênero; por sua vez, a referida ambiência implícita favorece a “colonização” de meninos nas aulas de EF. Concluímos que são os docentes (homens e mulheres) que podem problematizar a desigualdade e ajudar a instituir uma EF com equidade de gênero.The aim of this study is to understand, from the student’s perspective, the interference of gender marker in High School students in relation to Physical Education (PE). This is a descriptive study with 94 boys and 88 girls from 8 public schools of São Paulo State (Brazil), which raised information on preference, importance and participation in PE classes, through the application of a structured questionnaire. The results indicate that boys give greater importance to like and participate more in the class than girls. However, it is not possible to say that girls dislike it, do not participate and do not give importance to it. Research in the literature shows that the participation of students in PE, beyond preference, is associated with the obligation or via “subversive obedience” in the ambiguous school environment, with explicit speeches of equal conditions and implicit gender segregationist practices. On the other hand, the implicit environment supports the “colonization” of boys in PE classes. We conclude that teachers (men and women) are the ones who can problematize inequality and assist students to establish gender equity PE.Facultad de Humanidades y Ciencias de la Educació

What People Believe about How Memory Works: A Representative Survey of the U.S. Population

Incorrect beliefs about the properties of memory have broad implications: The media conflate normal forgetting and inadvertent memory distortion with intentional deceit, juries issue verdicts based on flawed intuitions about the accuracy and confidence of testimony, and students misunderstand the role of memory in learning. We conducted a large representative telephone survey of the U.S. population to assess common beliefs about the properties of memory. Substantial numbers of respondents agreed with propositions that conflict with expert consensus: Amnesia results in the inability to remember one's own identity (83% of respondents agreed), unexpected objects generally grab attention (78%), memory works like a video camera (63%), memory can be enhanced through hypnosis (55%), memory is permanent (48%), and the testimony of a single confident eyewitness should be enough to convict a criminal defendant (37%). This discrepancy between popular belief and scientific consensus has implications from the classroom to the courtroom