1,721,011 research outputs found
ATR-FTIR spectroscopy and mu-EDXRF spectrometry monitoring of enamel erosion caused by medicaments used in the treatment of respiratory diseases
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Previous issue date: 2018Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Medicaments essential for alleviation of diseases may sometime adversely affect dental health by eroding the enamel, owing to their acidic nature. It is therefore highly desirable to be able to detect these effects quickly and reliably. In this study, we evaluated the erosive capacity of four most commonly prescribed respiratory disease syrup medicaments on enamel using micro-energy-dispersive X-ray fluorescence spectrometry (mu-EDXRF) and attenuated total reflection Fourier transform infrared spectroscopy (ATR-FTIR). Fifty-five enamel fragments obtained from 30 bovine teeth were treated with artificial saliva (S), acebrofilin hydrochloride (AC), ambroxol hydrochloride (AM), bromhexine hydrochloride (BR), and salbutamol sulfate (SS); by immersing in 3 mL of respective solutions for 1 min, three times a day at intervals of 1 hr, for 5 days. mu-EDXRF analysis of enamel surface did not reveal significant erosion caused by the medications. However, ATR-FTIR showed a detectable shift in the phosphate (PO4) antisymmetric stretching mode (v(3)) at similar to 985 cm(-1) for AM, BR, and SS, indicating erosion. Multivariate statistical analysis showed that AC, AM, SS, and BR could be classified with 70%, 80%, 100%, and 100% efficiency from S (control), further highlighting the ability of ATR-FTIR to identify degree of erosion. This suggests ATR-FTIR may be used to rapidly and nondestructively investigate erosive effects of medicaments.[Silva Gomes, Raimundo Nonato; Carvalho, Luis Felipe C. S.; Silva Soares, Luis Eduardo] Univ Vale Paraiba, Res & Dev Inst IP&D, LDAM, Sao Jose Dos Campos, SP, Brazil[Bhattacharjee, Tanmoy T.] Univ Vale Paraiba, Res & Dev Inst IP&D, Lab Nanosensors, Sao Jose Dos Campos, SP, Brazil[Silva Soares, Luis Eduardo] Univ Vale Paraiba, Dent Course, Hlth Sci Coll, Sao Jose Dos Campos, SP, Brazil[Carvalho, Luis Felipe C. S.] Universidade de Taubaté (Unitau), Dept Odontol, Programa Pos Grad Odontol, Sao Paulo, Brazi
Fundamento filosófico da interdisciplinaridade no componente curricular de história no ensino médio: o sujeito em sua historicidade
Full text linkConsidering that a) teaching, as a pedagogical activity, is configured as a more complex than the common tradition of linear exposition of the theoretical Sciences; b) that the center of the school process is the subject in its formation for citizenship; c) that the teaching-learning process can not dispense with interdisciplinarity as ground; d) that the conduct of the teaching-learning process is based on the contradiction between the solipsism of the subject and the complexity of the real the understanding of the role of the curriculum will become transparent and, its exercise, soberly practicable. Before the question: how does interdisciplinarity, based on the epistemological structure of the subject, contributes to a construction (teaching) of the history discipline in High School? For the elucidation of the question, it is aimed, taking as background the teaching of the discipline of history: 1) to show the structure of the subject in the light of philosophy (subject epistemological) and of historical science (historical subject) mediated by the geography (spatial subject ) and sociology (post-structural subjects) - disciplines present in the curriculum of human sciences of High School; 2) demonstrate the preeminence of interdisciplinarity as an epistemological condition inherent in the teaching- learning; 3) discuss the curriculum as a place of conflict and as a dialectical result between the subject and socially constituted knowledge and as a place of access to the consciousness of his condition and epistemological constitution of author of knowledge. The methodology used to achieve the listed goals is a bibliographical research aimed at clarifying what is the idea of subject; to prove it as the foundation of the discipline of history and that, with understanding of this pre-eminence, the pertinence of the pedagogical role of this curricular component in the achievement of the objectives assigned to High School. To this end, the dialectical-historical method, according to Marx (2001, 2008), is used, since the construction of human consciousness is grounded in its historical-material relations. Thus, together with Heidegger's phenomenological-hermeneutic method (2000), once human actions are directly conditioned to the interpretation of reality and, for this reason, reason, the deeper this interpretation enters into the truth of being, the better apprehension of the world in its truth (contextual, procedural). In this way, it has been found in this research that the state of knowledge in the approach of teaching history, is perceived as neglecting the ontological nature of the man, subject autonomous interpreter, although conditioned, developing exposures that touch the surface of the problem without going into its heart. Thus, it can be concluded that researches aimed at teaching (here, specifically, the teaching of history) can not dispense with a hermeneutics that reveals the ontological conditions that underlie the historical-social context of the subject - the center of the educational process - for understanding the this type of reflection has in the comprehension of the amplitude of the gnosiological spectrum of the student, so that the teaching activity, based on this perception, develop the competences to get the stimulus of creative curiosity in the pedagogical process towards a gnosiological and epistemological necessary for the development of the intellectual autonomy, that is a preamble to ethical autonomy and, consequently, politics in citizen praxisConsiderando que a) o ensino, enquanto atividade pedagógica, configura-se como um processo mais complexo que a vulgar tradição de exposição linear das conquistas teóricas das ciências; b) que o centro do processo escolar é o sujeito em sua formação para a cidadania; c) que o processo ensino-aprendizagem não pode prescindir da interdisciplinaridade como fundamento; d) que a condução do processo ensino-aprendizagem está fundamentada na contradição dialética entre o solipsismo do sujeito e a complexidade do real a compreensão do papel do currículo tornar-se-á transparente e, seu exercício, sobriamente praticável. Diante do exposto, pergunta-se: como a interdisciplinaridade, fundamentada na estrutura epistemológica do sujeito, contribui para uma construção (ensino) da disciplina de história no Ensino Médio? Para a elucidação da questão, objetiva-se, tomando como plano de fundo o ensino da disciplina de história: 1) evidenciar a estrutura do sujeito à luz da filosofia (sujeito epistemológico) e da ciência histórica (sujeito histórico) mediada pelas contribuições da geografia (sujeito espacial) e da sociologia (sujeitos pós-estrutural) — disciplinas presentes no currículo de ciências humanas do Ensino Médio; 2) demonstrar a preeminência da interdisciplinaridade como condição epistemológica inerente ao processo ensino-aprendizagem; 3) discutir o currículo como lugar de conflito e como resultado dialético entre o sujeito e os saberes socialmente constituídos e como lugar de acesso à consciência de sua condição e constituição epistemológica de autor do saber. Para atingir os objetivos elencados, a metodologia seguida será a de uma pesquisa bibliográfica com fins a esclarecer o que é o sujeito; demonstrá-lo como fundamento da disciplina de história e que, somente com a compreensão dessa preeminência, ficará evidenciada a pertinência do papel pedagógico desse componente curricular no alcance das finalidades atribuídas ao Ensino Médio. Para tanto, far-se-á uso do método histórico-dialético, conforme Marx (2001, 2008), por entender que a construção da consciência humana funda-se em suas relações histórico-materiais. Assim, em conjunto com o método fenomenológico-hermenêutico de Heidegger (2000), por concordar que as ações humanas estão diretamente condicionadas à interpretação da realidade e, por essa razão, quanto mais fundo essa interpretação adentrar na verdade do ser, tanto melhor para a apreensão do mundo em sua verdade (contextual, processual). Desse modo, constatou-se nas pesquisas apresentadas no estado do conhecimento que na abordagem do ensino de história, percebe-se uma negligência da natureza ontológica do homem, sujeito intérprete autônomo, ainda que condicionado, desenvolvendo exposições que tocam a superfície do problema sem adentrar em seu cerne. Com isso, pode-se concluir que pesquisas que têm como objeto o ensino (aqui, especificamente, o ensino de história) não podem prescindir de uma hermenêutica que desvele as condições ontológicas que fundamentam a constituição histórico-social do sujeito — centro do processo educativo — por entender a relevância que este tipo de reflexão tem na compreensão da amplitude do espectro gnosiológico do discente, a fim de que a atividade docente, assentada nessa percepção, desenvolva as competências necessárias ao estímulo da curiosidade criadora no processo pedagógico rumo à consciência gnosiológica e epistemológica necessárias ao desenvolvimento da autonomia intelectual, que é preâmbulo para a autonomia ética e, consequentemente, política na práxis cidadãTrabalho não financiado por agência de fomento, ou autofinanciad
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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