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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since the last decades, research has pointed out some challenges encountered in Physics Teaching, among which are decontextualized teaching, focusing on preparing students for tests, resulting in learning marked by the memorization of mathematical formulas and concepts. Seeking to minimize these challenges, research has been proposing alternative methodologies with the intention of helping the teacher during the teaching and learning process. Among the proposed methodologies, we highlight the teaching sequences in the format of Potentially Meaningful Teaching Units (PMTU), this didactic methodology is based on the principles of the theory of meaningful learning. Thus, the objective of this research is to identify the contributions and limitations of UEPS investigated in scientific works through a Systematic Literature Review. To achieve this objective, a search for publications was carried out through the Integrated Search Portal of the University of São Paulo (USP), using the keywords "Potentially Meaningful Teaching Units" and its terminology in English and Spanish, as well as the abbreviations "UEPS" and "PMTU". From an initial screening and skimming of the articles, inclusion, exclusion and quality criteria were created, with 12 articles being selected. From the results of the analysis, the articles were grouped into two categories: continuing education and construction of concepts, according to the purpose of applying the UEPS. Through the analysis, it was possible to identify the contributions and limitations of the UEPS presented in the articles, as well as to verify the existence of gaps present in the literature. For future work that intends to adopt a quantitative approach, it is suggested the formative evaluation of the participants throughout the research application. In addition to carrying out investigations seeking the initial or continued training of teachers. As well as research that investigates the construction of concepts in the final years of elementary school and in youth and adult education. [ABSTRACT FROM AUTHOR]

We present a theoretical reading of psychopathology in Freud and Lacan. Initially, we recover some clinical fragments of Emma, a patient diagnosed by Freud as hysterical because of a traumatic experience of sexual abuse. Then, we examine the dream in which Freud meets the patient again. Emma, later known as Irma, says she feels intense pain in her throat. In the dream, the young woman's throat returns to Freud and reveals the split in her psychopathology. Between Emma and Irma, Freud introduces the Oedipus as a new interpretation of the etiology of neurosis. Rather than postulating the oedipal knowledge as the one responding to the enigma of the symptom, the author restores the contradiction of tragic poetry. Certainly, Lacan was attentive to the Freudian reading and also approached both the philosophical and mathematical discourse. Through the mathematical formula, analogous to the one printed on Irma's throat, we glimpse a core object for thinking the psychoanalytic psychopathology. [ABSTRACT FROM AUTHOR]

Animation refers to the process of giving motion to inanimate objects. Animations have been used to facilitate learning both in the classroom and in the individual study. Several softwares have allowed the creation of increasingly sophisticated animations. In particular, Manim is a Python library that gives motion to mathematical formulas, geometric shapes, texts, and plots. In this work, I present the process used to create animations with Manim of concepts of the theory of errors, generally seen by Physics, Mathematics and Engineering students in the introductory Experimental Physics classes. Through animations, concepts originally shown statically in books can be dynamically presented. The animations I present here can be used to produce interactive teaching materials and as complementary material in Physics lab classes. [ABSTRACT FROM AUTHOR]

Resumo: Um dos problemas enfrentados pelos usuários da web com deficiência visual é a falta de recursos de Tecnologia Assistiva para ler corretamente o conteúdo matemático. Visando buscar possibilidades para produzir tais recursos, o trabalho investigativo que originou este artigo se ocupou de compilar um corpus produzido pelos professores ao lerem as fórmulas matemáticas para os alunos com deficiência visual. Transcrições dos áudios foram feitas no intuito de obter padrões de leitura e levantar questões que podem vir a afetar a restauração da estrutura da fórmula matemática. Com base na leitura dos professores, foram examinados determinados elementos presentes nas falas e identificados posicionamentos distintos na manifestação oral dos símbolos, pausas e alterações no tom de voz, bem como das partículas conectivas (preposições, artigos, conjunções) e verbos. Por meio do corpus sistematizado das fórmulas matemáticas é possível refletir sobre a variação, padronização, divergência e significado, itens os quais podem auxiliar na demarcação de fenômenos linguísticos encontrados nas transcrições das gravações e com isso oportunizar uma base para futuras pesquisas na área. Palavras-chave: fórmulas matemáticas; corpus; análise linguística; acessibilidade; deficiência visual. Abstract: One of the problems faced by visual impairment web users is the lack of assistive technologies to read mathematical content correctly. Aiming to find possibilities to produce such resources, the research work that originated this article was devoted to compiling a corpus produced by teachers when reading the mathematical formulas for students with visual impairment. Transcripts of the audios were done in order to obtain reading standards and raise questions that may affect the restoration of the structure of the mathematical formula. Based on the teachers’ reading certain elements present in the speech were examined and distinct positions were identified in the oral manifestation of the symbols, pauses and alterations in the tone of voice, as well as in the connective particles (prepositions, articles, conjunctions) and verbs. By means of a systematized mathematical formulas corpus, it is possible to reflect on the variation, standardization, divergence and meaning, which can help in the demarcation of linguistic phenomena found in the recordings transcriptions and with this provide a basis for future research in the area. Keywords: mathematical formulas; corpus; linguistic analysis; accessibility; visual impairment.

It is known that the tooth submitted to endodontic treatment presents an increase in dentinal permeability, due to the removal of dentinal mud, through the use of auxiliary chemical substances (SQA). Therefore, a marked morphological alteration can leave the dentinal surface without mineral support, which can compromise the filling. Thus, the selection of the SQA in relation to the cementing material is fundamental for a perfect adhesion to the dentinal walls. Objective: to evaluate in vitro the level of dentin permeability of auxiliary chemical substances most used in endodontic treatment, in the root dentin of bovine teeth. Material and methods: 40 roots of bovine specimens were used, which were divided into four groups (n = 10) and irrigated according to the experimental conditions: G1 = 15 ml of 0.5% sodium hypochlorite (control); G2 = Endo-PTC cream association and 15 ml of 0.5% sodium hypochlorite; G3 = 15 ml of 17% EDTA-T; G4 = 15 ml of 10% citric acid. Then, the root canals were filled with 2% methylene blue dye, with ph 7.2, for 24 hours. Then, the specimens were cross-sectioned into three 2 mm thick fragments, for reading on a stereoscope, with a 25-fold magnification. The quantification of the level of dye infiltration was performed using a mathematical formula. Results: after the statistical analysis, the results proved to be statistically significant. Conclusion: it was concluded that there is a high permeability of root dentin to auxiliary chemical substances used during endodontic treatment. [ABSTRACT FROM AUTHOR]

One of the problems faced by visual impairment web users is the lack of assistive technologies to read mathematical content correctly. Aiming to find possibilities to produce such resources, the research work that originated this article was devoted to compiling a corpus produced by teachers when reading the mathematical formulas for students with visual impairment. Transcripts of the audios were done in order to obtain reading standards and raise questions that may affect the restoration of the structure of the mathematical formula. Based on the teachers' reading certain elements present in the speech were examined and distinct positions were identified in the oral manifestation of the symbols, pauses and alterations in the tone of voice, as well as in the connective particles (prepositions, articles, conjunctions) and verbs. By means of a systematized mathematical formulas corpus, it is possible to reflect on the variation, standardization, divergence and meaning, which can help in the demarcation of linguistic phenomena found in the recordings transcriptions and with this provide a basis for future research in the area. [ABSTRACT FROM AUTHOR]

In this paper, we present a discussion on the postulates of Quantum Mechanics by means of a "translation" of the mathematical formalism to an "operational" language, which involves a conceptual and phenomenological discussion. The operational postulates are illustrated by focusing on a computer simulation of Mach-Zehnder's interferometer [ABSTRACT FROM AUTHOR]

Copyright of Revista Dental Press de Estética is the property of Dental Press International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)