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Reducing energy consumption in the construction sector is urgently needed. In Chile, where income distribution is unequal and the cost of energy is high, energy demand is seriously affected, especially in vulnerable households. Hence, it is essential to establish public policies with more realistic energy-saving goals to address this situation. However, reliably predicting the energy performance of buildings remains a challenge. For this reason, this study aims to identify and evaluate the impact of the variables associated with energy performance in vulnerable households in Central-Southern Chile and propose values that would reduce the gap. A sensitivity analysis was conducted to achieve this, adjusting the energy performance parameters in a base model with data analyzed using local standards. In addition, field information was collected in 93 households to obtain the actual energy consumption. The main results show that the variables that most impacted performance were infiltration, COP, heating setpoints, and schedules, which generated a 60% difference between the theoretical and actual consumption.

The phenomenon of disability is multidetermined, and it can be explained in different ways, implying understanding it for different causes. The objective of this research was to identify and analyze how university students position before utterances which treats about different disability conceptions. A total of 1,472 students from courses in the Biological, Exact and Human areas of a public university in the State of São Paulo, Brazil. The Scale for Conception of Disability (SCD) was virtually applied. The findings indicate that most respondents are in favor of questions that show social and historical-cultural conceptions to understand the disability. This is considered a positive fact, as the way in which the subject conceives certain knowledge indicates the way of dealing with the object, in this case, in relation to a population segment that is still, frequently, in a situation of social exclusion. Valuing human differences in Higher Education, proposing actions to value differences with future professionals, becomes the outcome of this research, in the promotion of a more egalitarian society. [ABSTRACT FROM AUTHOR]

We analyze the kinematics of electron-positron production in a photon-photon interaction when one has a modification of the special relativistic kinematics as a power expansion in the inverse of a new high-energy scale. We derive the equation for the threshold energy of this reaction to first order in this expansion, including the effects due to a modification of the energy-momentum conservation equation. In contrast with the Lorentz invariance violation case, a scale of the order of a few TeV is found to be compatible with the observations of very high-energy cosmic gamma rays in the case of a modification compatible with the relativity principle.

Este texto objetiva apresentar, de forma crítica, uma retrospectiva pontual das normativas brasileiras que orientam a escolarização de alunos da Educação Especial, na perspectiva da educação inclusiva. Em defesa da revisão dos procedimentos de ensino na formulação das práticas educacionais inclusivas, as normativas sugerem mudanças importantes quanto: ao lócus de escolarização do público da Educação Especial, a definição dos que dela se beneficiam e a revisão do seu papel em prol da consolidação da educação inclusiva. As normativas indicam ainda orientações específicas no que diz respeito às providências instrumentais, infraestruturais, e de ajustes curriculares, entre outras. Tais recomendações intencionam assegurar condições mais favoráveis de progresso acadêmico aos alunos com deficiência, transtorno global do desenvolvimento, altas habilidades e/ou superdotação no sistema público de ensino. Pelo intermédio de um julgamento criterioso dos textos normativos referentes aos documentos legais selecionados, espera-se contribuir para a compreensão das formas de organização da Educação Especial no atendimento às necessidades educacionais de uma parcela significativa do alunado. Recorda-se que esses alunos, que necessitam de com condições diferenciadas de ensino, por longas décadas ficaram afastados dos conhecimentos valorizados pela cultura escolar, entretanto, com a adoção de políticas públicas, que respeitam e valorizam a diferença, formas de escolarização e de participação direta no ensino comum tem sido uma prática real no sistema educacional brasileiro. // This text aims to present critically, a one-off retrospective of Brazilian regulatory that guides the education of students in Special Education, in the context of inclusive education. In defense of the revision of the teaching procedures in the formulation of inclusive educational practices, the regulations suggest major changes such as: the locus of public schooling of Special Education, the definition of the ones who benefit from it and the review of its role in support of the consolidation of inclusive education. The regulations also indicate specific guidelines with regard to instrumental, infrastructural, and curricular adjustment arrangements, among others. Such recommendations intend to ensure more favorable conditions of academic progress for students with disabilities, pervasive development disorder, high skills and/or giftedness, in the public system. By means of a judicious judgment of regulatory texts concerning legal documents selected, it expected to contribute to the understanding of the forms of organization of Special Education in meeting the educational needs of a significant portion of the student body It is recalled that these students, who require differentiated educational conditions, for long decades stayed away from the knowledge valued by the school culture, however, with the adoption of public policies that respect and value the difference, forms of schooling and their direct participation in the common education have been an actual practic in the Brazilian educational system.