Context. Zinc in stars is an important reference element because it is a proxy to Fe in studies of damped Lyman-α systems (DLAs), permitting a comparison of chemical evolution histories of bulge stellar populations and DLAs. In terms of nucleosynthesis, it behaves as an alpha element because it is enhanced in metal-poor stars. Abundance studies in different stellar populations can give hints to the Zn production in different sites. Aims. The aim of this work is to derive the iron-peak element Zn abundances in 56 bulge giants from high resolution spectra. These results are compared with data from other bulge samples, as well as from disk and halo stars, and damped Lyman-α systems, in order to better understand the chemical evolution in these environments. Methods. High-resolution spectra were obtained using FLAMES+UVES on the Very Large Telescope. We computed the Zn abun-
Context. Oxygen and zinc in the Galactic bulge are key elements for the understanding of the bulge chemical evolution. Oxygen-toiron abundance ratios provide a most robust indicator of the star formation rate and chemical evolution of the bulge. Zinc is enhanced in metal-poor stars, behaving as an α-element, and its production may require nucleosynthesis in hypernovae. Most of the neutral gas at high redshift is in damped Lyman-alpha systems (DLAs), where Zn is also observed to behave as an α-element. Aims. The aim of this work is the derivation of the α-element oxygen, together with nitrogen, and the iron-peak element zinc abundances in 417 bulge giants, from moderate resolution (R∼22,000) FLAMES-GIRAFFE spectra. For stars in common with a set of UVES spectra with higher resolution (R∼45,000), the data are intercompared. The results are compared with literature data and chemodynamical models. Methods. We studied the spectra obtained for a large sample of red giant stars, chosen to be one magnitude above the horizontal branch, using FLAMES-GIRAFFE on the Very Large Telescope. We computed the O abundances using the forbidden [OI] 6300.3 Å and Zn abundances using the Zn I 6362.34 Å lines. Stellar parameters for these stars were established in a previous work from our group. Results. We present oxygen abundances for 358 stars, nitrogen abundances for 403 stars and zinc abundances were derived for 333 stars. Having oxygen abundances for this large sample adds information in particular at the moderate metallicities of -1.6<[Fe/H]<-0.8. Zn behaves as an α-element, very similarly to O, Si, and Ca. It shows the same trend as a function of metallicity as the α-elements, i.e., a turnover around [Fe/H]∼-0.6, and then decreasing with increasing metallicity. The results are compared with chemodynamical evolution models of O and Zn enrichment for a classical bulge. DLAs also show an enhanced zinc-to-iron ratio, suggesting they may be enriched by hypernovae.
Os educadores precisam elaborar meios dinâmicos que possam melhorar oensino de conteúdos no currículo escolar. Aliado à interdisciplinaridade, a utilização de ferramentas lúdicas, como jogos computacionais, reforçam, de maneira considerável, o aparato educacional e as estratégias de aplicação de conteúdo. Esse artigo tem como objetivo apresentar metodologias de uso de jogos educacionais, classificados como RPG, na escola, tendo como estudo de caso com o jogo PeaceMaker. Para tanto foram propostas três planos de aula para realização de atividade teórica e prática com alunos. Foram aplicados questionários antes e após a atividade, sendo apresentados resultados relevantes para atividades em intervalos maiores no tempo e com prática e teoria intercalados.
ResumoA obra O Banquete de Platão é complexa, inesgotável, instigante e de suma importância para os estudos filosófico, educacional, existencial, espiritual. Aqui se alude a um pequeno trecho desta obra (174a), pois acredita-se que contenha os movimentos da educação socrática através do “Conhece-te a ti mesmo”, do “Cuidado de si e dos outros”, dos “Exercícios espirituais”, que constituem o “Modo de vida”. Deste parágrafo algumas perguntas emergiram instantaneamente e análises foram realizadas, mas ao longo do estudo, outras tantas surgiram. Enfim, espera-se que estas interrogações aqui contidas, suscitem, fermentem também outras questões nos educadores e que estes promovam discussões, análises, reflexões e ações sobre a beleza da sua missão, de sua poiésis no auxílio ao trabalho do parto, da Escultura de Si e dos Outros.Palavras-chave: Sócrates; Platão; Alcibíades, Cuidado de si, Educação.The Socratic Education as “Way of Life”: the Image of the “Self-Care” in Poetic Beauty of SatyrAbstract The work The Banquet of Plato is complex, inexhaustible, instigating and very important for studies in philosophy, education, existential and spiritual. A small passage of this work (174a) is alluded to here, because it is believed that it contains the movements of Socratic education through the "Know yourself", the “Care of the self and of the other”, the “Spiritual exercises”, which constitute the “Way of life”. Some questions have crop up from this paragraph and analyzes were done, but over the course of the study, many others have emerged. Finally, it is expected that the questions contained herein, spark, or ferment other important issues among teachers, so that, they may promote analyzes, discussions and actions, on the beauty of their missions, from their poiésis to support their jobs of birth, the Sculpture of Self and Others. Keywords: Socrates; Plato; Alcibiades; Self-care; Education.
O objetivo deste trabalho é refletir acerca de uma alternativa conceitual e prática para a educação em tempos tecnológicos digitais que atendesse as mulheres a partir da escolarização do Ensino Fundamental especificamente no oitavo e nono ano. A pesquisa está inserida no contexto educacional do Centro de Ensino em Período Integral (CEPI) José Honorato, do ensino fundamental, desenvolvido apenas com jovens mulheres, lembrando que a temática permeia o escopo tecnológico da Base Nacional Comum Curricular. Foi utilizada uma metodologia integrada, com a prática e a teoria baseada no conceito de STEAM, sob o viés do aprendizado prático Maker, solidário, crítico e colaborativo a partir de oficinas de robótica educacional com características interdisciplinares, utilizando metodologias ativas. O resultado foi positivo para as estudantes e os professores da escola, com os pesquisadores, corroborando para a construção e validação do projeto STEAM4Girls. Para corroborar com essas afirmações, foram utilizadas artigos, dissertações de Mestrado, teses de Doutorado e publicações sobre mulheres na ciência e tecnologia por meio da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), que integra os sistemas de informações de teses e dissertações.
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