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Abstracts Received for Afrirock Symposium 2017 · 30 September –6 October 2017
Abstracts received for AfriRock Symposium 2017 · 30 September –6 October 2017 Keynotes Assessment of the risks in undermining of a surface stream in Rock engineering as a creator of value a shallow coal mine T.R. Stacey, University of the Witwatersrand, South Africa Glencore, South Africa Mythperceptions in rock engineering coal pillar stooping – Partial extraction of coal pillars ensuring N. van der Merwe, Stable Strata, South Africa panel stability Glencore, South Africa Lessons from large failures: geology, stress and support N. Barton, Nick Barton & Associates, Norway coal pillar stooping – Assessing the stability of snooks Glencore, South Africa stress measurements for underground powerhouses – three recent cases the effect on undercutting an unstable layer on roof stability L. Lamas, ISRM Bafokeng Rasimone Platinum Mine, South Africa stability of middling between two tabular chrome seams the Grosvenor strata control journey: learning and adapting Hernic, South Africa from new and challenging experiences P.S. Buddery, Anglo American Met Coal, Australia extraction of hard rock strike pillars Bafokeng Rasimone Platinum Mine, South Africa How rock mechanics can help oil well drilling — Latest developments Investigation of a failure associated with a major shear zone S. Fontoura , Pontifical Catholic University of Rio de Janeiro, Brazil in the Main Pit cut 3 West, at Letšeng Diamond mine Lesotho Letšeng Diamonds, University of Kwazulu Natal, South Africa AbstRActs Rock anchoring beam excavation and shaping technology for Advanced information -
Encyclopedia of the Sciences of Learning
Encyclopedia of the Sciences of Learning Norbert M. Seel (Ed.) Encyclopedia of the Sciences of Learning With 312 Figures and 68 Tables Editor Prof. Dr. Norbert M. Seel Faculty of Economics and Behavioral Sciences Department of Education University of Freiburg 79085 Freiburg Germany ISBN 978-1-4419-1427-9 e-ISBN 978-1-4419-1428-6 DOI 10.1007/ 978-1-4419-1428-6 ISBN Bundle 978-1-4419-5503-6 Springer New York Dordrecht Heidelberg London Library of Congress Control Number: 2011934763 © Springer ScienceþBusiness Media, LLC 2012 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer ScienceþBusiness Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer ScienceþBusiness Media (www.springer.com) Preface Learning is existential, and so its study must be complex and interdisciplinary. Over the past centuries, researchers from different fields have posited many theories to explain how humans and animals learn and behave, i.e., how they acquire, organize, and deploy knowledge and skills. -
Acta Cirúrgica Brasileira: Representação Interinstitucional E
1 - EDITORIAL Acta Cirúrgica Brasileira Representação interinstitucional e interdisciplinar Alberto GoldenbergI, Tânia Pereira Morais FinoII Saul GoldenbergIII, I Editor Científico Acta Cir Bras II Secretaria Acta Cir Bras III Fundador e Editor Chefe Acta Cir Bras Em editorial no fascículo no 1, janeiro-fevereiro de 2009, o número de artigos do exterior e o número de suplementos no apresentou-se o desempenho da Acta Cirúrgica Brasileira referentes período. aos anos de 1986 a 20001 e de 2001 a 20052, nos quais se destacava Decidimos investigar a participação interinstitucional e a distribuição geográfica dos autores, o número de artigos nacionais, interdisciplinar da revista nos anos de 2007 e 2008. ORIGEM INSTITUCIONAL DOS ARTIGOS INSTITUIÇÕES NACIONAIS Bahia Experimental Research Center, Faculty of Medicine, Federal University of Bahia[UFBA] Operative Technique and Experimental Surgery, Bahia School of Medicine Brasília Laboratory of Experimental Surgery, School of Medicine, University of Brasilia, Brazil. Ceará Department of Physiology and Pharmacology, Faculty of Medicine, Federal University of Ceará. Experimental Surgical Research Laboratory, Department of Surgery, Federal Univesity of Ceará, Brazil. Espírito Santo Laboratory Division of Surgical Principles, Department of Surgery, School of Sciences, Espirito Santo. Goiás Department of Veterinary Medicine, Veterinary Medicine College, Federal University of Goiás. Maranhão Experimental Research, Department of Surgery, Federal University of Maranhão Mato Grosso Department of Surgery,Federal University of Mato Grosso[UFMT] Mato Grosso do Sul Laboratory of Research, Mato Grosso do Sul Federal University Minas Gerais Department of Surgery, Experimental Laboratory, School of Medicine, Federal University of Minas Gerais Laboratory of Apoptosis, Department of General Pathology, Institute of Biological Science, Federal University of Minas Gerais Wild Animals Research Laboratory, Federal University of Uberlândia, Minas Gerais, Brazil. -
Signals and Systems: U.S. Colleges and Universities (308)
Signals and Systems: U.S. Colleges and Universities (308) Edmonds College, Lynnwood, WA American Military University, APU, Charles Town, WV Embry Riddle Aeronautical University, Daytona Beach, FL Amherst College, MA Embry Riddle Aeronautical University, Prescott, AZ Arizona State University, Tempe, AZ Five Towns College, Dix Hills, NY Arkansas State University, Jonesboro, AR Florida A&M University, Tallahassee, FL Arkansas Tech University, Russellville, AR Florida Atlantic University, Boca Raton, FL Auburn University, AL Florida International University, Miami, FL Austin Peay State University, Clarksville, TN Florida Polytechnic University, Lakeland, FL Baker College, Owosso, MI Florida State University, Tallahassee, FL Baylor University, Waco, TX Florida State University, Panama City, FL Benedictine College, Atchison, KS Gannon University, Erie, PA Boise State University, ID George Mason University, Fairfax, VA Boston University, MA The George Washington University, Washington, D.C. Bradley University, Peoria, IL Georgia Southern University, Statesboro, GA Brigham Young University, Provo, UT Georgia Tech, Atlanta, GA Brown University, Providence, RI Gonzaga University, Spokane, WA Bucknell University, Lewisburg, PA Grand Rapids Community College, MI Cal Poly, Pomona, CA Grand Valley State University, Grand Rapids, MI Cal Poly, San Luis Obispo, CA Grand Rapids Community College, MI Cal Tech, Pasadena, CA Hampton University, VA California State University, Chico, CA Hanover College, IN California State University, Fresno, CA Harvard University, -
Argentina Buenos Aires Universidad
COUNTRY CITY UNIVERSITY Argentina Universidad Argentina de la Empresa (UADE) Buenos Aires Argentina Buenos Aires Universidad del Salvador (USAL) Australia Brisbane Queensland University of Technology Australia Brisbane Queensland University of Technology QUT Australia Brisbane University of Queensland Australia Joondalup Edith Cowan University, ECU International Australia Melboure Royal Melbourne Institute of Technology (RMIT) Australia Perth Curtin University Australia Toowoomba University of Southern Queensland, Toowoomba Australië Newcastle Newcastle university Austria Dornbirn FH VORARLBERG University of Applied Sciences Austria Graz FH Joanneum University of applied sciences Austria Innsbruck FHG-Zentrum fur Gesundheitsberufe Tirol GmbH Austria Linz University of Education in Upper Austria Austria Vienna Fachhochschule Wien Austria Vienna FH Camus Wien Austria Vienna University of Applied Sciences of BFI Vienna Austria Vienna University of Applied Sciences WKW Vienna Belgium Antwerp AP University College Belgium Antwerp Artesis Plantijn Hogeschool van de Provincie Antwerpen Belgium Antwerp De Universiteit van Antwerpen Belgium Antwerp Karel de Grote Hogeschool, Antwerp Belgium Antwerp Karel de Grote University College Belgium Antwerp Plantijn Hogeschool Belgium Antwerp Thomas More Belgium Antwerp University of Antwerp Belgium Brugges Vives University College Belgium Brussel LUCA School of Arts Belgium Brussel Hogeschool Universiteit Brussel Belgium Brussels Erasmushogeschool Brussel Belgium Brussels ICHEC Bruxelles Belgium Brussels -
Performance of Students Admitted Through Affirmative Action in Brazil.Latin American Research Review
Valente, R R and Berry, B J L. Performance of Students Admitted through Affirmative Action in Brazil.Latin American Research Review. 2017; 52(1), pp. 18-34. DOI: https://doi.org/10.25222/larr.50 SOCIOLOGY Performance of Students Admitted through Affirmative Action in Brazil Rubia R. Valente and Brian J. L. Berry University of Texas at Dallas, US Corresponding author: Rubia R. Valente ([email protected]) Following the implementation of the Lei das Cotas (Affirmative Action Law) in Brazil, there has been debate as to whether students who were admitted through affirmative action perform at the same level as students admitted through traditional methods. This article examines the results of the Exame Nacional de Desempenho dos Estudantes (ENADE) from 2009 to 2012 to determine whether there is a relationship between students’ performance at the university level and the manner of their admittance. We find that students admitted to public universities under affirmative action perform at similar levels to students who were not, whereas quota students in private universities perform slightly better than students admitted through traditional methods. Com a implementação das Lei das Cotas no Brasil, tem se debatido se estudantes admitidos através de ação afirmativa demonstram o mesmo nível acadêmico dos estudantes admitidos através de métodos tradicionais. Este artigo analisa os resultados do Exame Nacional de Desempenho dos Estudantes (ENADE) durante o período de 2009 á 2012 para determinar se existe uma relação entre o desempenho dos alunos no âmbito universitário e as modalidades da sua admissão. Nossa análise revela que os estudantes que foram admitidos em universidades públicas através de ações afirmativas têm o mesmo desempenho acadêmico de estudantes que não se beneficiam de ações afirmativas, enquanto alunos cotistas em universidades privadas têm um desempenho ligeiramente melhor do que alunos admitidos através de métodos tradicionais. -
A Case Study on Recent Developments
Academic Freedom in Brazil A Case Study on Recent Developments By CONRADO HÜBNER MENDES with ADRIANE SANCTIS DE BRITO, BRUNA ANGOTTI, FERNANDO ROMANI SALES, LUCIANA SILVA REIS and NATALIA PIRES DE VASCONCELOS Freedom of expression, freedom of thought, the freedom to teach and to learn, and PUBLISHED university autonomy are all protected by the Brazilian Constitution. Yet a closer look September 2020 at the state of academic freedom in the country reveals that these constitutional rights have come under attack. In recent years, the difficult political climate in Brazil has strained the country’s academic landscape, and its deeply polarized politics have aggravated pre-existing problems in the regulation and governance of higher education. Based on an analysis of media reporting, assessments by various research organizations as well as preliminary survey data, this case study investigates to what extent different dimensions of academic freedom have come under threat in Brazil. It also sheds light on recent efforts to promote academic freedom before concluding with several recommendations for Brazilian and international policymakers. gppi.net We are grateful to the anonymous reviewers who offered invaluable comments to the first version of this study. We also thank Janika Spannagel, Katrin Kinzelbach, Ilyas Saliba, and Alissa Jones Nelson for the substantial feedback along the way, and Leonardo Rosa for important conversations on federal universities regulation and ways to improve academic freedom in Brazil. Finally, we would like to thank the Global Public Policy Institute (GPPi) for the opportunity to draft and publish this case study as part of GPPi’s ongoing project on academic freedom. -
SEFI Annual Report 2011
SEFI and the Engineering Education in 2011 SEFI is the largest network of engineering education actors in Europe SEFI Annual Report Published by SEFI aisbl, Brussels, Spring 2012 SEFI Annual Report 2011 Table of contents From the President 3 SEFI in 2011: an overview 4 SEFI in 2011: special focus - SEFI Student Year: BEST and SEFI – A Unique and Successful Cooperation 8 - Annual Conference and Flash Week 9 - General Assembly and awards 10 - Leonardo da Vinci Medal 11 - SEFI and the Engineering Deans 12 - SEFI and EUGENE: First encouraging results 13 - SEFI and the Accreditation of engineering education 14 Special contributions -The role of Engineering Universities in Achieving the Targets of Europe 2020 Strategy 15 -Mathworks: Aalborg University Pioneers Problem-Based Learning 19 -Dassault Systems: Rethinking European Engineers as Values Creators 21 -Granta and the Engineering Education 22 -HP Education Services –Partnerships for Growth: UK Universities 24 SEFI Network in 2011 -Membership 25 -Administrators and Officers 31 2 SEFI Annual Report 2011 From the President It is my pleasure as SEFI President 2011-2013 to present to you this Annual Report, in which we reflect upon the achievements of our recent past. When I, on the occasion of our latest Annual Conference held in Lisbon on 27-30 September 2011, took over from Dr. Anette Kolmos (University of Aalborg, DK), I found an organisation in good, or better, in excellent shape. When reading this report, I hope you will share the Prof. Dr. Wim Van Petegem same feeling with me. I would like to explicitly express here my gratitude to Anette for Katholieke Universiteit Leuven (B) her exemplary leadership, her visionary approach and her endless commitment to our SEFI President 2011-2013 association, all inspired by her warm and enthusiastic personality. -
Redalyc.O ENIGMA DO AUTISMO: CONTRIBUIÇÕES SOBRE A
Psicologia em Estudo ISSN: 1413-7372 [email protected] Universidade Estadual de Maringá Brasil Mouta Fadda, Gisella; Engler Cury, Vera O ENIGMA DO AUTISMO: CONTRIBUIÇÕES SOBRE A ETIOLOGIA DO TRANSTORNO Psicologia em Estudo, vol. 21, núm. 3, julio-septiembre, 2016, pp. 411-423 Universidade Estadual de Maringá Maringá, Brasil Available in: http://www.redalyc.org/articulo.oa?id=287148579006 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Doi: 10.4025/psicolestud.v21i3.30709 THE ENIGMA OF AUTISM: CONTRIBUTIONS TO THE ETIOLOGY OF THE DISORDER 1 Gisella Mouta Fadda Vera Engler Cury Pontifical Catholic University of Campinas (PUC-Campinas), Brazil. ABSTRACT. The lack of a definitive explanation for the causes of autism in children is an enigma that creates significant suffering among parents and difficulties for health professionals. This study is a critical review of the possible causes of autism, currently known as Autism Spectrum Disorder (ASD), spanning the period from the first description of the syndrome in 1943 until 2015. The objective of this article is to outline the current scenario of studies about this type of disorder in order to emphasi ze the points of convergence and the differences between the positions taken by the researchers who have dedicated themselves to this topic. The analysis suggests four main paradigms that attempt to encompass the etiology of autism: 1) the Biological-Genetic Paradigm; 2) the Relational Paradigm; 3) the Environmental Paradigm; and 4) the Neurodiversity Paradigm. -
30Th Brazilian Society for Virology 2019 Annual Meeting—Cuiabá, Mato Grosso, Brazil
viruses Conference Report 30th Brazilian Society for Virology 2019 Annual Meeting—Cuiabá, Mato Grosso, Brazil Renata Dezengrini Slhessarenko 1,* , Marcelo Adriano Mendes dos Santos 2, Michele Lunardi 3, Bruno Moreira Carneiro 4 , Juliana Helena Chavez-Pavoni 4, Daniel Moura de Aguiar 5 , Ana Claudia Pereira Terças Trettel 6,7 , Carla Regina Andrighetti 8 , Flávio Guimarães da Fonseca 9 , João Pessoa Araújo Junior 10 , Fabrício Souza Campos 11 , Luciana Barros de Arruda 12 ,Jônatas Santos Abrahão 9 and Fernando Rosado Spilki 13,* 1 Laboratório de Virologia, Faculdade de Medicina, Universidade Federal de Mato Grosso (UFMT), Cuiabá, MT 78060-900, Brazil 2 Faculdade de Ciências da Saúde, Universidade do Estado de Mato Grosso (UNEMAT), Caceres, MT 78200-000, Brazil; [email protected] 3 Laboratory of Veterinary Microbiology, Universidade de Cuiabá (UNIC), Cuiabá, MT 78065-900, Brazil; [email protected] 4 Instituto de Ciências Exatas e Naturais, Universidade Federal de Rondonópolis (UFR), Rondonópolis, MT 787350-900, Brazil; [email protected] (B.M.C.); [email protected] (J.H.C.-P.) 5 Laboratorio de Virologia e Rickettiososes, Faculdade de Medicina Veterinária, Universidade Federal de Mato Grosso (UFMT), Cuiabá, MT 78060-900, Brazil; [email protected] 6 Nursing Department, Universidade do Estado de Mato Grosso (UNEMAT), Tangará da Serra, MT 78300-000, Brazil; [email protected] 7 Collective Health Institute, Universidade Federal de Mato Grosso (UFMT), Cuiabá, MT 78060-900, Brazil 8 Instituto de Ciências da Saúde, Universidade -
University of Campinas Department of Medical Genetics RESEARCH CONSENT FORM
University of Campinas Department of Medical Genetics RESEARCH CONSENT FORM Project title: Molecular genetic studies in neuropsychiatric diseases - phase I Main researcher: Dr. Iscia Lopes Cendes (phone: 19 3521 8907) RESEARCH OBJECTIVE: I understand that I was invited to participate in a research project involving patients and families of individuals presenting with ( ) Epilepsies ( ) Schizophrenia ( ) Cortical malformations ( ) Muscle diseases ( ) Choreas ( ) Mitochondrial diseases ( ) Ataxias ( ) Parkinson ( ) Paraparesis ( ) Cerebrovascular disease/stroke ( ) Dystonias ( ) Dementias ( ) Bipolar affective disorder ( ) Control group This study aims to identify the genetic alteration that causes the disease. This can improve the disease diagnosis (if the alteration is found) and can lead to a better treatment in the future. However, I know that most likely my treatment will not be altered with my participation in this study. PROCEDURE: I understand that if I agree to participate in this study, the research participants will ask questions regarding my medical and family antecedents. I will be submitted to a neurological and/or to a psychiatric exam to establish my clinical state. In addition, I may be submitted to an electroencephalogram (EEG) or to an electromyography (EMG) and to a computed tomography (CT) or a cranial magnetic resonance imaging (MRI). A blood venous sample will be collected (20-30 ml, which is equivalent to two table spoons). Hospitalization will not be necessary. The procedures mentioned above, with the exception of the blood sample collection, include the routine medical care for a patient with neuropsychiatric disease. POSSIBLE RISK AND DISCOMFORT: The amount of 20-30 ml of venous blood will be collected. The risks associated with this procedure are minimal; such as pain and skin bruises may occur in the location of the blood collection, usually collected from the arm vein. -
The Education of Deaf in Higher Education Through the Information
SPECIAL FOCUS PAPER THE EDUCATION OF DEAF IN HIGHER EDUCATION THROUGH THE INFORMATION AND COMMUNICATION DIGITAL … The Education of Deaf in Higher Education through the Information and Communication Digital Technologies http://dx.doi.org/10.3991/ijes.v2i2.3815 G. Oliani!, L. C. R. Nascimento!, E. Rocha2 !Campinas State University (UNICAMP), Campinas, Brazil "Vale do Rio dos Sinos University (UNISINOS), São Leopoldo, Brazil. Abstract—The appearance of Information and Communica- of the quotidian and of rethinking the practices which may tion Digital Technologies (ICDT) has propitiated conditions serve as guidelines for bilingual teaching proposals for for the Higher Education to become able to explore the deaf individuals in the Higher Education. communicative, pedagogical and didactic potentialities in courses in the Blended Education mode. Such process ena- The course which had as focus the integration of the bles that new teaching and learning modes contribute for UFSC’s social inclusion and diversity policies was im- the promotion of different educational programs. We em- plemented by the Distance Education Secretariat, by the phasize that the synchronous technologies which enable the Communication and Expression Center (CEC) and by the audiovisual communication on real time such as the vide- Education Sciences Center from the Federal University of oconference and the asynchronous technologies such as the Teaching and Learning Virtual Environments (TLVE), Santa Catarina. The students’ admission, which had ques- which enable, among other issues, the repository creation tions in LIBRAS, took place through a Special Selective with the contents in text formats, videos and others. In the Process from the Permanent Entrance Exam Commission present text we will deal with the lived experience with the (COPERVE), from UFSC, according to criteria defined by ICDT during the offering of the Graduation Course in Let- the General Coordination and by the pedagogical team of ters – LIBRAS – Bachelor in the Brazilian Signals Language the course.