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Este trabalho tem por objetivo investigar de que forma as Atividades Didáticas Integradas (leitura, escrita, oralidade, reflexão linguística) podem redimensionar a prática de ensino de gêneros na língua portuguesa, no ensino fundamental, levando em consideração que estas ações didáticas podem contribuir para dinamizar a capacidade discursiva dos alunos, extrapolar o contexto da sala de aula e ganhar uma dimensão social na perspectiva do letramento. As bases teóricas que respaldam esse trabalho estão fundamentadas nos pressupostos de Marcuschi (2005, 2008), Koch (2003, 2004, 2006, 2008), Koch e Elias (2009a, 2009 b), Bakhtin (2006, 2010 a 2010b, 2016a, 2016b, 2017) e Moura (2016, 2017, 2018). Para os autores, a linguagem é um constante processo de interação mediado pelo diálogo e não apenas como sistema autônomo. As Atividades Didáticas Integradas, da forma que efetivam suas metodologias, contribuem para a autonomia do aluno em relação à produção e compreensão dos gêneros e a sua formação, enquanto sujeito responsivo. O corpus em análise, consta de textos orais e escritos de uma turma de trinta alunos do 6º ano do ensino fundamental, da Escola Estadual de Ensino Fundamental e Médio São Raimundo Nonato, escola pública/conveniada, localizada no bairro da Aldeia, em Santarém-Pará, bem como textos utilizados pela professora da turma. As atividades desenvolvidas, tendo como tema a moringa oleífera, foram descritas e analisadas, considerando os gêneros reportagem, entrevista, calendário agrícola, relatos, comentários e bilhete, colocando em prática dessa forma a proposta com a perspectiva dialógica da linguagem no ensino fundamental. Os resultados desta pesquisa, evidenciam que os gêneros estudados colaboram efetivamente para que os alunos estudem com mais propriedade e autonomia a língua e com possíveis ações sociais que modificarão suas realidades. This work aims to investigate how Integrated Teaching Activities (reading, writing, speaking, linguistic reflection) can resize the practice of teaching gender in Portuguese language, in elementary school, taking in account that these didactic actions can contribute to dynamize the student’s discursive capacity, go beyond the classroom context and gain a social dimension from the perspective of literacy. The theoretical bases that support this work are based on the theoretical assumptions of Marcuschi (2005, 2008), Koch (2003, 2004, 2006, 2008), Koch and Elias (2009a, 2009b), Bakhtin (2006, 2010 to 2010b, 2016a, 2016b, 2017) and Moura (2016, 2017, 2018). For the authors, language is a constant process of interaction mediated by dialogue and not just as an autonomous system. The Integrated Teaching Activities, in the way that they implement their methodologies, contribute to the students’ autonomy in relation to production and understanding of genders and their training, as a responsive citizen. The corpus in analysis consists of oral and written texts by a group of thirty students from 6th grade from São Raimundo Nonato Elementary and Secondary School, a public/ affiliated (philanthropic) school located in Aldeia neighborhood, in Santarém- Pará, with texts used by the class teacher. The activities developed, with the theme of the oil moringa, were described and analyzed, considering the genres reportage, interview, agricultural calendar, reports, comments, and ticket, putting into practice the proposal with the dialogical perspective of language in elementary level. The results of this research show that the studied genres collaborate effectively to the students study with more properly and autonomy the language and with possible social actions that will change their realities.

CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior Este trabalho desenvolveu-se a partir da inquietação com o fato de manter-se ainda na escola um modelo de ensino que torna os alunos passivos, que não veem utilidade naquilo que está sendo ensinado. Tem por objetivo contribuir para os estudos e ao ensino de língua portuguesa, a partir da investigação de que maneira atividades organizadas por meio de gêneros discursivos orais e escritos contribuem para a ampliação da capacidade linguístico-discursiva dos alunos com base na proposta das Atividades Didáticas Integradas (ADIs) à oralidade, leitura, escrita e reflexão linguística idealizada por Moura (2017) por meio de ações desenvolvidas com alunos do Ensino Fundamental, numa perspectiva interacionista e dialógica da língua. As bases teóricas que respaldam este trabalho são os pressupostos de Bakhtin (2011, 2013, 2016), Volóchinov (2017), Vygotsky (1998), e em estudos de pesquisadores como Marcuschi (2008, 2010a, 2010b), Kleiman (2007,2008, 2016), Moura (2017a, 2017b, 2018), Antunes (2003), entre outros, que fazem o estudo do ensino da língua levando em consideração a função interativa dela nas práticas sociais. A metodologia desenvolvida neste projeto é pesquisa qualitativa, caracterizada como pesquisa-ação, em que procura-se interpretar, compreender o objeto a ser estudado, uma forma de refletir sobre as atividades de ensino de língua portuguesa com base nas ADIs e como esse processo é recebido pelos alunos e professor. Assim, além de pesquisador, coloca-se também na perspectiva de professor. A descrição e análise dos dados ocorrem a partir da elaboração e desenvolvimento do projeto de intervenção realizado com alunos de 9º ano do Ensino Fundamental. Para isso, utiliza-se o diário de campo, gravações para registrar as ações, falas e situações ocorridas. A pesquisa aponta, a partir dos dados e resultados coletados, que a proposta das ADIs por meio dos gêneros discursivos proporciona o protagonismo do aluno em sala de aula, pois ele é incentivado a se pôr como sujeito do discurso, concordando ou discordando, na oralidade e na escrita, sendo que o professor assume o papel de agente de letramento, o que conduz à formação de sujeitos responsivos. This work developed from the concern with the fact that a teaching model that still makes the students passive, who see no use in what is being taught, is still in school. It aims to contribute to the studies and teaching of the Portuguese language, by investigating how activities organized through oral and written discursive genres contribute to the expansion of students' linguistic-discursive capacity based on the proposal of Integrated Teaching Activities. (ADIs) to orality, reading, writing and linguistic reflection idealized by Moura (2017) through actions developed with elementary school students, in an interactionist and dialogical perspective of the language. The theoretical bases that support this work are the assumptions of Bakhtin (2011, 2013, 2016), Volóchinov (2017), Vygotsky (1998), and studies by researchers such as Marcuschi (2008, 2010a, 2010b), Kleiman (2007,2008 , 2016), Moura (2017a, 2017b, 2018), Antunes (2003), among others, who study the teaching of language taking into account its interactive role in social practices. The methodology developed in this project is qualitative research, characterized as action research, which seeks to interpret, understand the object to be studied, a way to reflect on Portuguese language teaching activities based on ADIs and how this process is received by students and teacher. Thus, besides being a researcher, he also puts himself in the perspective of teacher. Data description and analysis occur from the elaboration and development of the intervention project carried out with 9th grade students. For this, it was used the field diary, recordings to record the actions, speeches and situations that occurred. The research points, from the data and results collected, that the proposal of the ADIs through the discursive genres provides the protagonism of the student in the classroom, because he is encouraged to put himself as subject of the speech, agreeing or disagreeing, in orality and in writing, and the teacher assumes the role of literacy agent, which contributes to the formation of responsive subjects.

CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior Esta pesquisa tem por objetivo mostrar que a proposta metodológica das Atividades Didáticas Integradas (ADIs), que é a integração entre as práticas de leitura, escrita, oralidade e reflexão linguística, baseada na teoria de Bakhtin e no Letramento, pode contribuir de forma efetiva e significativa para o ensino de gêneros discursivos de forma integrada para alunos adolescentes da Educação de Jovens e Adultos (EJA), desenvolvendo a capacidade linguístico-discursiva-responsiva deles. A pesquisa parte de duas questões norteadoras: 1 – Como ensinar gêneros discursivos/textuais de forma dialógica para alunos adolescentes da EJA provenientes de contexto tradicional de ensino de língua portuguesa? 2 – As ADIs, por meio do diálogo dos gêneros discursivos/textuais, podem ser uma possível proposta metodológica para potencializar o ensino da oralidade, da leitura, da escrita e da reflexão linguística na EJA? Diante destes questionamentos que tanto me inquietam enquanto professora-pesquisadora, proponho um projeto de intervenção aos alunos da 4ª etapa da EJA, Ensino Fundamental, no qual desenvolvo as atividades de leitura, escrita, oralidade e reflexão linguística por meio das ADIs a fim de alcançar o objetivo proposto desta pesquisa. A modalidade escolhida justifica-se porque precisa de metodologias diferenciadas do ensino tradicional de língua portuguesa e que tenham compromisso político com o aprendizado dos alunos durante toda a vida, haja vista que o ensino de língua portuguesa vem falhando em suas propostas metodológicas no que tange à leitura, à escrita, à oralidade e à reflexão linguística no ensino básico, em especial na EJA. As bases teóricas que respaldam este trabalho são Volóchinov (2017), Bakhtin (2011) e Street (2014). Seguindo esta mesma perspectiva teórica, faço um estudo sobre as postulações teórico-metodológicos de Moura (2016, 2017, 2018, 2019), que é o criador das ADIs, Kleiman (2002, 2008, 2016), Marcuschi (2008) e Rojo (2002). O corpus analisado de modo qualitativo e subjetivo consta de textos orais e escritos de alunos da 4ª etapa, turma “A”, bem como da professora pesquisada da escola de Ensino Fundamental Padre José de Anchieta, no município de Itaituba, oeste do Pará. A metodologia desta pesquisa pauta-se nos estudos de Thiollent (1986) e sua pesquisa-ação, por meio do desenvolvimento da proposta de ensino das ADIs na qual faço o diálogo entre diversos gêneros discursivos/textuais: roda de conversa, vídeos, artigo científico, seminário, debate, comentário escrito, cartaz, talão de energia elétrica (ou fatura de energia elétrica), entrevista, reportagem oral e escrita, Lei Municipal nº 3.136/2017 (a qual trata da Contribuição de Iluminação Pública – CIP de Itaituba-Pará), carta argumentativa de reclamação e abaixo-assinado. Os resultados obtidos apontam que as ADIs podem contribuir de forma efetiva e significativa para o ensino de gêneros discursivos de forma integrada desenvolvendo a capacidade linguístico-discursiva-responsiva dos alunos da EJA, ainda que esse desenvolvimento seja mínimo. A carta argumentativa de reclamação e o abaixo-assinado mostraram que o trabalho com a integração da leitura, oralidade, escrita e, em especial, a reflexão linguística melhora significativamente o desempenho linguístico-discursivo dos alunos. Além disso, as ADIs são uma possível proposta metodológica de ensino de língua portuguesa que podem potencializar o ensino da oralidade, leitura, escrita e reflexão linguística, sem cair no ensino tradicionalista da gramática normativa. This research aims to show the methodological proposal of Integrated Teaching Activities (ADIs) which is an integration between reading, writing, speaking and linguistic reflection practices, based on Bakhtin’s Theory and Literacy, can contribute to the effective and important way to teaching of discursive genres in an integrated way for students of Youth and Adult Education (EJA), developing their linguistic-discursive-responsive capacity. The research starts from two guiding questions: 1 - How to teach discursive genres in an integrated way for adolescent EJA students from a traditional context of Portuguese language teaching? 2 - Can the ADIs through dialogue between discursive genres be a form of Portuguese language teaching to enhance the teaching of orality, reading, writing and linguistic reflection in EJA? Ahead of these questions that so much disturb me while teacher- researcher I propose an intervention project to the students of the 4th stage of EJA, Elementary School, in which I develop the reading, writing, speaking activities and linguistic reflection through ADIs in order to achieve the objective proposed in this research. The chosen modality is justified because it needs different methodologies from traditional Portuguese language teaching and that have political commitment with students' learning during all life, because the Portuguese language teaching comes failing in her methodological proposals to reading, writing, orality and linguistic reflection in basic education, especially in EJA. The theoretical bases that respect this work are Volóchinov (2017), Bakhtin (2011) and Street (2014). Following this same theoretical perspective, I make a study on the Moura’s theoretical-methodological postulations (2016, 2017, 2018, 2019), who is the creator of the ADIs, Kleiman (2002, 2008, 2016), Marcuschi (2008) and Rojo (2002). The corpus analyzed in a qualitative and subjective manner consists of oral and written texts by students of the 4th stage, class "A", as well as by the researched teacher of the Padre José de Anchieta Elementary School, in the municipality of Itaituba, west of the Pará State. The methodology of this research is paused in the Thiollent’s studies (1986) and his action research, through the development of a teaching proposal of the ADIs that integrate several discursive genres: conversation wheel, videos, scientific article, seminar, debate, written comment, poster, electricity bill, interview, oral and written report, Municipal Law No. 3,136 / 2017 (which deals with the Contribution of Public Lighting - CIP of Itaituba-Pará), argumentative letter of complaint and undersigned. The results point that ADIs can contribute effectively and meaningfully to the teaching of discursive genres in an integrated manner developing the EJA students’ linguistic-discursive-responsive capacity, even though this development be minimum. The argumentative complaint letter showed that the work with the reading, orality, writing and, especially, the reflection linguistics integration improves significantly students' linguistic-discursive performance. Moreover, ADIs are a form of Portuguese language teaching that can enhance the teaching of orality, reading, writing and linguistic reflection, without falling into the traditionalist teaching of normative grammar.

Diante da realidade de um ensino aprendizagem de língua portuguesa, muitas vezes, reduzido aos conteúdos da gramática normativa, voltado a uma abordagem textual presa ao estudo de tipologias e a prática com gêneros discursivos priorizando, principalmente, a forma e, assim, desprezando os reais objetivos sociais da comunicação, é necessário buscarmos novas formas de ensinar e aprender a língua portuguesa. Por conta disso, esta pesquisa objetiva investigar como uma prática pedagógica desenvolvida em aulas de língua portuguesa, por meio de atividades que integram oralidade, leitura, escrita e reflexão linguística, considerando a dinâmica existente entre os gêneros discursivos, contribui para ampliar a capacidade linguístico-discursiva dos estudantes. A fim de alcançar o objetivo proposto foi desenvolvido um projeto de intervenção com uma turma de 8 º ano, nas aulas da Disciplina Língua Portuguesa da Escola Estadual de Ensino Fundamental e Médio Rio Tapajós, na cidade de Santarém- Pará. Esta proposta, baseada nas ADIs (Atividades Didáticas Integradas de Oralidade, Leitura, Escrita e Reflexão Linguística) postuladas por Moura (2017), visa um ensino-aprendizagem integrado dessas práticas linguísticas, por meio de atividades, planejadas pelos docentes, que oportunizam aos estudantes exercer seu protagonismo e agência em um intenso contato com diferentes gêneros discursivos, inseridos nas práticas sociais do cotidiano e em situações de comunicação mais formais. Nesse contexto, foi utilizada a pesquisa-ação, discutida por Thiollent (1986), que considera a intervenção consciente dos pesquisadores e a contribuição efetiva dos participantes. A construção desta pesquisa busca embasar-se no princípio do dialogismo e da responsividade de Bakhtin (2010), na teoria da enunciação de Bakhtin (1981) e nos estudos de Marcuschi (2007), Moura (2017), Kleiman (2002), Koch e Elias (2010), Colomer e Camps (2002) e Bazerman (2006) sobre linguagem. A análise dos dados aponta o entrelaçamento entre as práticas de oralidade, leitura, escrita e reflexão linguística, propostas pelas ADIs, portanto, contribui com a ampliação dos saberes já adquiridos pelos estudantes e agrega novos conhecimentos necessários para que consigam se comunicar efetivamente nos diferentes contextos sociais, além de dinamizar o ambiente escolar com o uso da língua em situações reais de comunicação. Faced with the reality of teaching Portuguese language learning, often reduced to the contents of normative grammar, focused on a textual approach attached to the study of typologies and practice with discursive genres, prioritizing mainly the form and, thus, disregarding the real ones social objectives of communication, it is necessary to seek new ways of teaching and learning the Portuguese language. Because of this, this research aims to investigate how a pedagogical practice developed in Portuguese language classes, through activities that integrate orality, reading, writing and linguistic reflection, considering the dynamics existing between the discourse genres, contributes to expand the linguistic capacity- discourse of students. In order to achieve the proposed objective, an intervention project was developed with a class of 8th grade, in the Portuguese Language Discipline classes at the Rio Tapajós State Elementary and High School, in the city of Santarém – Pará. This proposal, based on the ADIs (Integrated Didactic Activities of Orality, Reading, Writing and Linguistic Reflection) postulated by Moura (2017), aims at teaching integrated learning of these linguistic practices, through activities, planned by the teachers, which allow students to exercise its protagonism and agency in an intense contact with different discursive genres, inserted in the daily social practices and in more formal communication situations. In this context, action research was used, discussed by Thiollent (1986), who considers the conscious intervention of the researchers and the effective contribution of the participants. The construction of this research seeks to be based on the principle of dialogism and responsiveness of Bakhtin (2010), on the theory of enunciation by Bakhtin (1981), and on the studies of Marcuschi (2007), Moura (2017), Kleiman (2002), Koch and Elias (2010), Colomer and Camps (2002) and Bazerman (2006) on language. The analysis of the data points to the intertwining between the practices of orality, reading, writing and linguistic reflection, proposed by the ADIs, therefore, it contributes to the expansion of the knowledge already acquired by the students and adds new knowledge necessary for them to be able to communicate effectively in different contexts. social, in addition to dynamizing the school environment with the use of language in real communication situations.

A presente pesquisa surgiu de uma inquietação minha como professora-pesquisadora no ambiente de ensino – as dificuldades apresentadas pelos alunos para expressar de forma fundamentada, por meio dos gêneros discursivos escritos e/ou orais públicos. Com intuito de contribuir para o fortalecimento do ensino de língua portuguesa e a aprendizagem significativa dos alunos tem-se como objeto desse estudo, a proposta de ensino Atividades Didáticas Integradas (ADIs) elaborada por Moura (2017), que integra os espaços de linguagem oralidade, leitura, escrita e reflexão linguística contidos nos gêneros discursivos. No aporte teórico apoio-me nos postulados de Bakhtin (2011, 2016, 2017); Volóchinov (2017); Vygotsky (2008, 2018) para a compreensão de linguagem, gênero discursivo, enunciado e dialogismo como elementos de interação entre sujeito-aluno, sujeito-professor e o objeto do conhecimento. Seguindo, considero os estudos de Moura (2016, 2017, 2018); Brait (2018); Faraco (2009); Rego (2012); Kleiman (1999,1995, 2008); Fiorin (2011); Marcuschi (1997, 2007, 2008) e Antunes (2016). Apoiada nos estudos de Thiollent (1986), a pesquisa-ação norteia a prática interventiva nas turmas de 6º ano de uma escola estadual, no interior do Os dados analisados demonstram que ao integrar os espaços de linguagem aos temas que emergem dos gêneros discursivos, os alunos passam a interagir mais nas discussões. A reflexão linguística, a partir da produção escrita do aluno, reflete sobre o contexto de uso da língua. Nas considerações finais, apresento as principais situações detectadas no ambiente pesquisado e algumas proposições e indagações. This research arose from a concern of mine as a research teacher in the teaching environment – the difficulties presented by students to expressing themselves in a reasoned way, through the public written and/or oral discursive genres. In order to contribute to the strengthening of Portuguese language teaching and the significant learning of students, the object of this study is the proposal of teaching Integrated Didactic Activities (IDAs) elaborated by Moura (2017), which integrates the spaces of oral language, reading, writing and linguistic reflection contained in discursive genres. In the theorical aspect, I’ll find support on the contribution of Bakhtin's postulates (2011, 2016, 2017); Volóchinov (2017); Vygotsky (2008, 2018) for the understanding of language, discursive gender, utterance and dialogism as elements of interaction between subject-student, subject-teacher and the object of knowledge that generates learning. Following, I consider Moura's studies (2016, 2017, 2018); Brait's (2018); Faraco (2009); Rego (2012); Kleiman (1999,1995, 2008); Fiorin (2011); Marcuschi (1997, 2007, 2008) and Antunes (2016. Supported by the studies of Thiollent (1986) the action-research guide the interventional practice in the 6th grade classes in the state school, in the interior of the Amazon. The analyzed data showed that by integrating the spaces of language on the themes that emerge from oral and written discursive genres, students begin to interact more in the discussions. The Linguistic reflection demonstrates, from the written production of the student, reflecting on the context of language in use. In the final considerations, I present the main situations detected in the researched environment and some propositions and inquiries.

Occurring central Italy, 262 unmedicated feed samples and 353 samples of animal tissues and eggs are tested for coccidiostats between 2012 and 2017. A validated multi-residue HPLC-MS/MS method is applied for the simultaneous determination of the 11 coccidiostats licensed in the EU. The dietary exposure to coccidiostats through poultry meat and eggs is calculated for high consumers, and the contribution to acceptable daily intake of coccidiostats is evaluated. The occurrence of positive feed samples ranges from 17.2% in 2012 to 28.3% in 2017, with an average percentage of positive samples of 25%, while 3.8% of feed samples are non-compliant with a concentration ranging from 0.015 mg/kg for diclazuril to 56 mg/kg for narasin. Positive samples of animal tissues, on average, are 34.7%, fully compliant, while 16% of eggs are positive and violative residues are found in 2%. These noncompliant samples show a concentration varying from 2.4 &micro, g/kg to 1002 &micro, g/kg. The contribution of poultry meat and egg consumption to the acceptable daily intake of each coccidiostat is below 1%, highlighting a low direct risk to public health.

CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior Este trabalho, além de trazer reflexões acerca do ensino de língua portuguesa na escola, traz estudos sobre os gêneros textuais e seu ensino a partir das Atividades Didáticas Integradas-ADIs. Assumindo a linguagem como interação, bem como sua natureza dialógica, busco demonstrar que as ADIs, propostas por MOURA (2017), constituem alternativa significativa para melhor didatização dos gêneros discursivos, através da verificação dos estudos que conceituam e caracterizam os gêneros; da verificação do conceito e estrutura organizacional das Atividades Didáticas Integradas e do exame de dados coletados de um projeto de intervenção, aplicado para uma turma de 8º ano do Ensino Fundamental de uma escola localizada na zona urbana do Município de Parintins, interior do Estado do Amazonas. A fundamentação teórica desta pesquisa se vale de Bakhtin (2010, 2016), importante teórico para o entendimento da linguagem e, consequentemente, da argumentação, leitura, escrita e reflexão linguística. Subsidiariamente, teço reflexões acerca dos estudos de autores que se pautam na teoria Bakhtiniana da linguagem e ajudam na melhor compreensão e conceituação das Atividades Didáticas Integradas. Dentre os quais, destaco Moura (2017), Kock (1987,1997), Geraldi (2012, 1997), Kleiman (2002), Antunes (2003) e Ribeiro (2009). Os dados coletados nesta pesquisa foram obtidos por meio das observações e gravações de áudios feitas por mim durante a aplicação do projeto de intervenção. Este projeto, admitido como método desta pesquisa-participante, me forneceu a possibilidade de interagir com o público-alvo e criticar minha atuação, enquanto docente, de modo a propiciar reflexões sobre as dificuldades, enfrentamentos, práticas bem-sucedidas e também aquelas não exitosas. A partir da análise dos dados coletados, pude concluir que a proposta das Atividades Didáticas Integradas é uma ferramenta didática capaz de auxiliar significativamente o ensino de língua portuguesa, no Ensino Fundamental, à medida que concebe o dialogismo dos gêneros discursivos e opera o ensino dos eixos: oralidade, leitura, escrita e análise linguística ciclicamente, propondo a ruptura do ensino sequenciado desses eixos, o que auxilia na formação de sujeitos responsivo-ativos. This work, in addition to bringing reflections on the teaching of the English language in school, brings studies about the textual texts and their teaching from the Integrated Didactic Activities - ADIs. Assuming a language as interaction, as well as its dialogical nature, I seek as by ADIs, proposed by MOURA (2017), being important for a better discourse of the discourses, through the verification of the studies that conceptualize and characterize the genres; The teaching teams and organizational organization of the municipality of Parintins, in the interior of the State of Amazonas. The theoretical foundation of this research is worth Bakhtin (2010, 2016), an important theoretical for the understanding of the language and, consequently, of the argumentation, reading, writing and linguistic reflection. Subsidiarily, you reflect on the studies of authors who are based on the theory of a discipline and a better understanding and conceptualization of didactic activities. Among them, I highlight Moura (2017), Kock (1987, 1997), Geraldi (2012, 1997), Kleiman (2002), Antunes (2003) and Ribeiro (2009). The data found were made with the names of the observations and audio recordings made by me during an application of the intervention project. This project, given the opportunity to interact with the target audience and to criticize my role as a teacher, to reflect on the difficulties, the feelings, the successful practices and also those that do not successful. Based on the analysis of the collected data, we conclude that the integrated didactic activities are a didactic tool capable of assisting the teaching of the English language of origin, not Fundamental Teaching, as the concept of dialogism of the discursive genres and opera of the teaching of the axes: orality, reading, writing and revision of linguistics cyclically, proposing a rupture of teaching of short duration, which assists in the formation of responsive-active leaders.

An automated discharge imaging system (ADIS), a non-intrusive and safe approach, was developed for measuring river flows during flash flood events. ADIS consists of dual cameras to capture complete surface images in the near and far fields. Surface velocities are accurately measured using the Large Scale Particle Image Velocimetry (LSPIV) technique. The stream discharges are then obtained from the depth-averaged velocity (based upon an empirical velocity-index relationship) and cross-section area. The ADIS was deployed at the Yu-Feng gauging station in Shimen Reservoir upper catchment, northern Taiwan. For a rigorous validation, surface velocity measurements were conducted using ADIS/LSPIV and other instruments. In terms of the averaged surface velocity, all measured results were in good agreement with small differences, i.e., 0.004 to 0.39 m/s and 0.023 to 0.345 m/s when compared to those from acoustic Doppler current profiler (ADCP) and surface velocity radar (SVR), respectively. The ADIS/LSPIV was further applied to measure surface velocities and discharges during typhoon events (i.e., Chan-Hom, Soudelor, Goni, and Dujuan) in 2015. The measured water level and surface velocity both showed rapid increases due to flash floods. The estimated discharges from ADIS/LSPIV and ADCP were compared, presenting good consistency with correlation coefficient R = 0.996 and normalized root mean square error NRMSE = 7.96%. The results of sensitivity analysis indicate that components till (τ) and roll (θ) of the camera are most sensitive parameter to affect the surface velocity using ADIS/LSPIV. Overall, the ADIS based upon LSPIV technique effectively measures surface velocities for reliable estimations of river discharges during typhoon events.

Occurring central Italy, 262 unmedicated feed samples and 353 samples of animal tissues and eggs are tested for coccidiostats between 2012 and 2017. A validated multi-residue HPLC-MS/MS method is applied for the simultaneous determination of the 11 coccidiostats licensed in the EU. The dietary exposure to coccidiostats through poultry meat and eggs is calculated for high consumers, and the contribution to acceptable daily intake of coccidiostats is evaluated. The occurrence of positive feed samples ranges from 17.2% in 2012 to 28.3% in 2017, with an average percentage of positive samples of 25%, while 3.8% of feed samples are non-compliant with a concentration ranging from 0.015 mg/kg for diclazuril to 56 mg/kg for narasin. Positive samples of animal tissues, on average, are 34.7%, fully compliant, while 16% of eggs are positive and violative residues are found in 2%. These noncompliant samples show a concentration varying from 2.4 µg/kg to 1002 µg/kg. The contribution of poultry meat and egg consumption to the acceptable daily intake of each coccidiostat is below 1%, highlighting a low direct risk to public health.

Automated dental identification system is computer-aided software for the postmortem identification of deceased individuals based on dental characteristics specifically radiographs. This system is receiving increased attention because of the large number of victims encountered in the mass disasters and it is 90% more time saving and accurate than the conventional radiographic methods. This technique is based on the intensity of the overall region of tooth image and therefore it does not necessitate the presence of sharp boundary between the teeth. It provides automated search and matching capabilities for digitized radiographs and photographic dental images and compares the teeth present in multiple digitized dental records in order to access their similarity. This paper highlights the functionality of its components and techniques used in realizing these components.

International audience; Anxiety disorders are highly prevalent and have negative consequences on individual and societal level. This study examined the usefulness of screening for anxiety disorders in primary school children. More specifically, the value of the screening method to discriminate between and to predict anxiety disorders was studied. Children and their parents were selected if the children had self-reported scores on the screening questionnaire Screen for Child Anxiety Related Emotional Disorders-71 (SCARED-71) within the top-15% (High-anxious) or from two points below to two points above the median (Median-anxious). Of the selected children, 183 high-anxious children and their parents, and 80 median-anxious children and their parents took part in a diagnostic interview, the Anxiety Disorder Interview Schedule (ADIS). Of the high-anxious children, 60% had an anxiety disorder versus 23% of the median-anxious children, whereas groups did not differ on rates of dysthymia/depression and attention deficit hyperactivity disorder. The diagnoses separation anxiety disorder, social phobia and specific phobia were specifically predicted by the corresponding subscales of the screening questionnaire, while the diagnosis generalised anxiety disorder was not predicted by any of the subscales. The screening method has proven its utility for discriminating between children with and without anxiety disorders when applying the top-15% cut-off. Moreover, separation anxiety disorder, social phobia, and specific phobia, all known to be prevalent and debilitating childhood anxiety disorders, can be predicted by the corresponding subscale of the screening instrument.

Objetivo: Determinar el nivel de conocimientos sobre VIH/SIDA en adolescentes de pregrado en modalidad presencial de una universidad en Cartagena de Indias 2011-II. Materiales y Métodos: Estudio descriptivo. Población 8706 estudiantes. Muestra 919 estudiantes. La información fue recolectada a través de “escala ECOVIH”, se califica de 0 a 10 puntos, a mayor puntaje mayor conocimiento, y una encuesta que valoró las características sociodemográficas. Error 3% y nivel de confianza 95%. Resultados: La edad promedio fue 18,4 años, las edades oscilaron entre 15 y 19 años; el 50,7% son mujeres y el 49,3% hombres. El 70% de los encuestados tienen “conocimientos regulares”, “conocimientos deficientes” el 19,8% y solo el 11,4% “buen nivel de conocimientos”. Las mujeres tienen mejores conocimientos que los hombres logrando un promedio de 5,8 y 4,8 respectivamente. Las áreas que obtuvieron mejores puntajes fueron: área de la salud con 6,8, ciencias económicas y exactas 5,2 y humanidades y educación 5,3. Conclusión: Los adolescentes presentan un nivel regular de conocimientos sobre VIH/SIDA, demostrando pocos conocimientos respecto a la transmisión oral, y conocimientos casi nulos acerca de los efectos de la infección. Las mujeres tienen mejores conocimientos respecto a los hombres, ubicándolas en un nivel regular y los hombres en nivel deficiente. El área de la salud presenta mejor nivel de conocimientos respecto a las demás; sin embargo, todas las áreas de estudio se clasificaron en el nivel regular. Los estudiantes de los programas de química, matemáticos y economía presentan conocimientos deficientes. Objective: To determine the level of knowledge about HIV / AIDS in adolescents of undergraduate programs in on campus education at a university in Cartagena de Indias, Colombia during the second academic period of 2011. Materials and Methods: A descriptive study with a population of 8,706 students. Sample constituted by 919 students. The information was collected by means of “ECOVIH scale” which is scored from 0 to 10 points, the higher the score, the more knowledge, and a survey that evaluated sociodemographic characteristics. Error was 3% and level of confidence was 95%. Results: Mean age was 18.4 years; the ages ranged from 15 to 19 years, 50.7% were women and 49.3% were men. 70% of respondents have “regular knowledge”, 19.8% have “deficient knowledge” and only 11.4% “good knowledge”. Women have better knowledge than men achieving an average of 5.8 and 4.8 respectively. The areas that achieved higher scores were: health with 6.8, economic and exact sciences 5.2 and humanities and education 5.3. Conclusion: Adolescents present regular level of knowledge about HIV / AIDS, showing little knowledge regarding oral transmission, and almost no knowledge about the effects of the infection. Women have better knowledge compared to men, placing them in a regular knowledge level and men are placed in a deficient level. The area of Health shows a better level of knowledge in comparison with the other areas, but all areas of study were classified into the regular knowledge level. Students from Chemistry, Mathematics and Economics programs show deficiente knowledge.

This thesis deals with the system Mini One Stop Shop and its implementation in IS of Financial Administration of the Czech Republic (ADIS). The first part describes the concept of the Mini One Stop Shop including basic concepts and related legislative documents. In the next part, were analyzed of the current conditions of the Financial administration of the Czech Republic in the area of IS / ICT in order to define a baseline for the implementation of MOSS payments area. The main outcome of this thesis is to design implementation of MOSS payments area in ADIS, which is composed of a detailed process analysis, catalog of functional requirements and an example of a specific analytical design for the selected functional requirements. The main contribution of this work is to link the general principles and requirements of MOSS that are defined uniformly for all EU Member States, with the principles and procedures implemented in the ADIS result in a the design implementation of MOSS payments area.

This thesis deals with information systems (IS) of state administration, focusing on three major information systems -- IS of tax administration, Česká správa sociálního zabezpečení (ČSSZ), Všeobecná zdravotní pojišťovna (VZP). The first part describes the specifics of information systems in state administration and strategies and objectives of the Czech Republic in the field of e-government and development of competitiveness. There are also introduced three mentioned information systems. In the second part is an analysis and evaluation of the ADIS (Automatizovaný daňový informační systém). The analysis is supported with the examples of how the IS works in practice. The future direction of the three information systems will be heavily influenced by the planned introduction of a unified revenue collection agency (JIM). In this work are considered important assumptions and aspects of the project JIM that must be considered before its implementation. The main contribution of this work is a referral from a general level of the claim to a more detailed analysis of the specific IS in state administration supported by examples of its operation in practice. The work serves as an information base for the verification of general assertions about information systems in state administration and for additional information about the current state of information systems of tax administration, Česká správa sociálního zabezpečení, Všeobecná zdravotní pojišťovna.

This report describes the processes involved in comparing two inertial motion sensors, the MotionPak II and ADIS, used in model testing in the Offshore Engineering Basin (OEB) at the Institute for Ocean Technology (IOT). Seakeeping trials carried out in 2004 on the Roberts Sisters II fishing vessel were duplicated at model scale in the summer of 2009. Analysis was performed on the model data using a series of Generalized Experiment Control and Data Acquisition Package (GEDAP) command procedures to generate plots comparing the motions tracked by each device. Included in this report is a discussion of the results as well as recommendations regarding the feasibility of replacing the MotionPak II with the ADIS.

In order to detect movements and vibrations on different appliance, especially robots and self-going devices are used different sensors. One of the most used movement sensors are accelerometers. They are three different types of accelerometers one-axes, two-axes and three-axes. They can be analogue or digital. Husqvarna AB uses an accelerometer to detect movements of their self-going lawnmower Automower. Since it begins to turn up others sensors on the market and the sensor which today uses in Husqvarna’s lawnmower don’t fulfils all functions there is a need to find other solutions. What sensors can be found on a market and which new has come? How can they be used best and which difference is between them? How can they use to detect movements in x, y and z direction and how can they read different movements to detect collision, inclination and lift? Sensor analysis will be done to find out how they can be used in this matter and an big analysis will be done to find out how a sensor witch already is in a lawnmower can be use on the better ways? För att kunna detektera rörelse och vibrationer på olika anordningar och framförallt robotar och självgående maskiner används olika sensorer. En av de mest använda rörelsesensorer är accelerometer. Det finns en uppsjö av olika utföringar som kan vara med en axel, två axlar eller tre axlar. Accelerometrar finns som digitala eller analoga. Husqvarna AB använder en sådan sensor för att detektera rörelse på sin självgående gräsklippare Automower. Eftersom det börjar dyka upp andra sensorer på marknaden och den sensor som används idag uppfyller inte alla funktioner finns det behov av att lägga tid på att se vad kan åstadkommas med en sådan sensor. Vilka sensorer kan hittas på marknaden och vilka nya har dykt upp? Hur kan de användas på bästa sätt och vad skiljer de åt? Hur kan de användas för att detektera rörelse i x, y, z-led och hur kan de läsa av olika rörelse för att detektera krock, lutning och lyft? Det skall göras analys för att se hur olika sensorer reagerar och hur kan de användas på bästa sätt. Det skall utforskas hur den sensor som redan sitter kan användas på ett bättre sätt.

In order to detect movements and vibrations on different appliance, especially robots and self-going devices are used different sensors. One of the most used movement sensors are accelerometers. They are three different types of accelerometers one-axes, two-axes and three-axes. They can be analogue or digital. Husqvarna AB uses an accelerometer to detect movements of their self-going lawnmower Automower. Since it begins to turn up others sensors on the market and the sensor which today uses in Husqvarna’s lawnmower don’t fulfils all functions there is a need to find other solutions. What sensors can be found on a market and which new has come? How can they be used best and which difference is between them? How can they use to detect movements in x, y and z direction and how can they read different movements to detect collision, inclination and lift? Sensor analysis will be done to find out how they can be used in this matter and an big analysis will be done to find out how a sensor witch already is in a lawnmower can be use on the better ways? För att kunna detektera rörelse och vibrationer på olika anordningar och framförallt robotar och självgående maskiner används olika sensorer. En av de mest använda rörelsesensorer är accelerometer. Det finns en uppsjö av olika utföringar som kan vara med en axel, två axlar eller tre axlar. Accelerometrar finns som digitala eller analoga. Husqvarna AB använder en sådan sensor för att detektera rörelse på sin självgående gräsklippare Automower. Eftersom det börjar dyka upp andra sensorer på marknaden och den sensor som används idag uppfyller inte alla funktioner finns det behov av att lägga tid på att se vad kan åstadkommas med en sådan sensor. Vilka sensorer kan hittas på marknaden och vilka nya har dykt upp? Hur kan de användas på bästa sätt och vad skiljer de åt? Hur kan de användas för att detektera rörelse i x, y, z-led och hur kan de läsa av olika rörelse för att detektera krock, lutning och lyft? Det skall göras analys för att se hur olika sensorer reagerar och hur kan de användas på bästa sätt. Det skall utforskas hur den sensor som redan sitter kan användas på ett bättre sätt.

The possibility that structurally unrelated food additives could show either joint actions or interactions has been assessed based on their potential to share common sites and mechanisms of action or common pathways of elimination. All food additives approved in the European Union and allocated numerical acceptable daily intake values were studied, initially based on the reports by the FAO-WHO Joint Expert Committee for Food Additives. Target organs were identified based on the effects reported at doses above the no-observed-adverse-effect level (NOAEL) in animal and human studies. The descriptions of the pathological and other changes reported were used to assess whether different additives, sharing the same target organ, would produce a common toxic effect. In all but a very few cases, the possibility of joint actions or interactions could be excluded on scientific grounds. The exceptions were on the liver (curcumin, thiabendazole, propyl gallate, and BHT), the kidney (diphenyl, o-phenylphenol, and ferrocyanide salts), the blood (azorubine and propyl gallate), and the thyroid (erythosine, thiabendazole, and nitrate). Toxicokinetic interactions were considered unlikely because of the low dosages involved, the diverse nature of the routes of metabolism and elimination, and the fact that enzyme induction or inhibition would have influenced selection of the NOAEL. Many of those additives which could not be excluded from showing joint actions or interactions would have low intakes; in some cases they were alternatives for the same application, thereby further lowering the combined intake. In consequence, joint actions or interactions between additives do not represent a significant health concern. (C) 2000 International Life Sciences Institute.

The possibility that structurally unrelated food additives could show either joint actions or interactions has been assessed based on their potential to share common sites and mechanisms of action or common pathways of elimination. All food additives approved in the European Union and allocated numerical acceptable daily intake values were studied, initially based on the reports by the FAO-WHO Joint Expert Committee for Food Additives. Target organs were identified based on the effects reported at doses above the no-observed-adverse-effect level (NOAEL) in animal and human studies. The descriptions of the pathological and other changes reported were used to assess whether different additives, sharing the same target organ, would produce a common toxic effect. In all but a very few cases, the possibility of joint actions or interactions could be excluded on scientific grounds. The exceptions were on the liver (curcumin, thiabendazole, propyl gallate, and BHT), the kidney (diphenyl, o-phenylphenol, and ferrocyanide salts), the blood (azorubine and propyl gallate), and the thyroid (erythosine, thiabendazole, and nitrate). Toxicokinetic interactions were considered unlikely because of the low dosages involved, the diverse nature of the routes of metabolism and elimination, and the fact that enzyme induction or inhibition would have influenced selection of the NOAEL. Many of those additives which could not be excluded from showing joint actions or interactions would have low intakes; in some cases they were alternatives for the same application, thereby further lowering the combined intake. In consequence, joint actions or interactions between additives do not represent a significant health concern. (C) 2000 International Life Sciences Institute.

Background: The discourse of HIV and AIDS determinants is dominated and developed by international institutions through WHO, UNICEF, and donor institutions. We aimed to look at the discourse in the HIV and AIDS prevention discourse by the elite. This research was conducted in 2019 in Palu City, Central Sulawesi, Indonesia in Palu City, Central Sulawesi, Indonesia. Methods: We used qualitative research aiming to obtain a full picture of a matter according to the human perspective studied. Results: There was a pressure from various groups so that all people who have the potential to increase the HIV and AIDS trends must be dealt with explicitly, even religious leaders urged to immediately close down the main source of the disease, namely prostitution, LGBT activities that are considered very contrary to culture and any religion. Conclusion: The discourse in the HIV and AIDS prevention discourse in Palu city has not yet occurred in the discourse synergy developed by the elite, even the program policies are domination and hegemony.