The present work was performed in order to analyze the influence of the outer corner radius (R) of ECAP die channels on the strain field of billets subjected to ECAP deformation in a Φ = 120o die, employing three different methods: (i) physical simulation, consisting of the direct measurement of deformations of a grid inscribed in longitudinally cut mid-planes of ECAPed billets; (ii) numerical simulation employing an explicit finite element code for large displacements and large plastic deformations, and (iii) calculation by the Iwahashi formula. Materials employed were Al-4%Cu and an eutectic Pb-62Sn alloy, and the dependence of shear strain with R was satisfactorily described using the three methods. The experimental method showed a small deviation from the other two, which was explained making use of the corner die formation concept. Similarly, this concept helped to understand the increase of strain heterogeneity with R. Also, it was shown that large corner radii decrease ECAP pressing loads, facilitating deformation of high strength materials. Finally, the data show that the deformation characteristics of the materials here studied do not exert a measurable influence on the shear strain magnitude and distribution.
AGRADECIMENTOSIncialmente, eu agradeço ao Princípio Criador do Cosmos, Grande Arquiteto do Universo, por todas as bênçãos alcançadas ao longo da minha vida e, em especial, pela conclusão desta etapa. Agradeço aos meus pais (in memoriam) que souberam semear princípios e valores que continuam a me inspirar e que estão presentes na minha mente e no coração.Agradeço a DEUS pela benção de ser pai de duas adoráveis, lindas e saudáveis filhas, Taisa e Tassiana, ambas profissionais atuantes na área de saúde, das quais muito me orgulho.Agradeço a minha companheira Dora pelo apoio nos quatro anos em que ficamos afastados da companhia um do outro, mas que muito me inspirou com seu amor e compreensão.Agradeço, em especial, ao Prof. Luís Eduardo Afonso pela oportunidade da orientação criteriosa e brilhante, e pelo convívio e aprendizado ao longo do trabalho. Agradeço também ao Prof. Gilberto de Andrade Martins por sua orientação, convívio e incentivo, desde a sua primeira disciplina no primeiro semestre de 2012, além de mais duas ao longo do programa. O aprendizado propiciado pela interação e cumplicidade forjou laços fecundos de amizade.Agradeço aos docentes do departamento com quem tive o a oportunidade do aprendizado e do convívio, ao cursar as suas disciplinas nos períodos de créditos, que agora fazem parte das nossas lembranças: Gilberto A. Martins, Gerlando A. S. F. de Lima, L. Nelson Carvalho, Bruno Salotti, Luís P. Fávero, Welinton Rocha, Edgard Cornachione e J. R. Kassai.Agradeço ainda aos demais professores da FEA com quem tive a oportunidade de me relacionar, trazendo-me contribuições com suas experiências: Fábio Frezatti, Andson Braga, Márcio Borinelli, Luciane Reginato, Patricia Varela e João Paccez. Agradeço ainda, pelos mesmos motivos, aos docentes do DCIS/UEFS: Herval Moura, Artur R. Nascimento, Dilson Cerqueira, Vagner Silva, Tania Azevedo, Luiz Ivan, Ione Aparecida e Fernando Gentil.Agradeço também ao Prof. Fernando Lefevre, com quem tive o privilégio de apreender a Técnica do Discurso do Sujeito Coletivo, criada e desenvolvida por ele e sua esposa.Agradeço ao coordenador do programa, Prof. Luiz Paulo Fávero e seu pessoal de apoio. Agradeço a Marcia Bento e suas colegas. Também agradeço a Belinda Oliveira e, ao pessoal da Fotocopiadora da FEA3 e da biblioteca (Giselle e Rafael) pelo suporte técnico. Foram entrevistados 10 docentes do curso da FEA/USP e oito docentes do curso do DCIS/UEFS. Também foi aplicado um questionário para 122 alunos do curso da FEA/USP e 84 alunos do curso do DCIS/UEFS. Os resultados principais são que o atual estágio da COA nos dois cursos das duas IES apresenta-se em polos diametralmente opostos, ou seja, há força na COA do curso da USP, que se reflete na responsabilidade de manter, no presente, os padrões alcançados no passado, e buscar aumentar essa alta referência e visibilidade do curso no país e na América Latina, com orientação estratégica para internacionalização. Em contrapartida, a situação do curso da UEFS é oposta, na qual, de acordo com seus docentes, ele atravessa um p...
Assessment and Teaching in Writing Production: in search of voices that involve teaching practices of the high school portuguese teacher. Adviser: Maria Inês Vasconcelos Felice. The assessment of learning has been the focus of several academic works, however, much of these is restricted to problematizing the way the instruments through which the teacher undertakes the evaluation process in the classroom work. In this sense, I proposed, for the elaboration of this thesis, an investigation whose general objective focused on identifying how voices relate in the construction of representations of Portuguese Language teachers (LP) about the evaluation of learning in classes of textual production. Thus, I distance myself from the analysis of evaluative instruments to maintain my investigative focus on the language actions practiced by the teacher during the teaching-evaluation process. My choice to follow this path is due to the fact that I take into account the theoretical-methodological assumptions of socio-discursive interactionism, from which I argue that evaluation is a language action and, therefore, it happens only during the teacher/student interaction. To achieve the proposed goal, I performed an analysis of pre-built that, in a way, could influence teaching practices, such as: he official documents of the Federal Government dealing with High School; the evaluation criteria used to correct the ENEM essay test; the Portuguese textbook adopted by the school in which this research was carried out; and, finally, the recommendations related to the teaching of textual production made by researchers from Brazilian universities. After this first phase, during one academic semester, the observation and video recording of the lessons of an LP teacher, who teaches textual production to a class of the third year of High School (EM) was carried out. In addition, an interview was made, also recorded on video, with this teacher, before the observations, in order to know his conceptions about the evaluation in the textual production class. As the last stage of this work, the data obtained from the analysis of observations and the interview were crossed with those produced through the analysis of pre-built and, thus, it was possible to identify those that most influence the formation of teacher representations. At the end of this research, it was possible to conclude that, although voices coming from official government bodies forward a work with the production of text aimed at contextualized practices and whose conception of evaluation aims at the formation of autonomous students in relation to their own learning, there remain in the school classification practices, which are there, not due to teacher training, but coming from ENEM, which, paradoxically, disregards all the indications of official documents in their formulation.
Todorov, Tzvetan. op. cit., p. 40 9 "Mas me pareceu que gente que não possuía nada. (...) Devem ser bons serviçais e habilidosos, pois noto que repetem o que a gente diz e creio que depressa se fariam cristãos; me pareceu que não tinham nenhuma religião. Eu, comprazendo a Nosso Senhor, levarei daqui, por ocasião de minha partida, seis deles para Vossas Majestades, para que aprendam a falar." In: Colombo, Cristóvão. Diários da Descoberta da América.
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