Sin (b) and on the sin? What to say of the sin that, seeming not to have plus any meaning, if became, in saying of Mr. Additional information at Harold Ford Jr supports this article. Dawkins, a little healthful concern, one preocupaozinha boat for our lives. How to explain this so great practical insignificncia for the sin, ahead of the theoretical importance, so raised, that the Writing attributes it? As we learn, the sin meant the fall of the man and this has been an inheritance that deformed in some way all the descendants it first couple, men and women. Without little considering the probable transmission throughout the masculine ancestry, it is the question: if we are born imperfect, for the inheritance of a sin, of that type would be this defect – organic or moral? If he will be organic, we must find it where part of the body? E, being thus, as could be treated or be corrected? Or then, one will be moral or ethical, as it could be transmitted, infallibly, for as many generations, in all the times and places? It can be that it has sin, is clearly, when a person adulterates or when, in a homicide, it is taken off life of another person; or, until, who knows, when we antagonize the world where we live – poluindo the environment, what, in fact, it can bring illnesses and death. But, before this, it will be that the proper world in them has not been hostile? When we arrive at the world already we find to our wait pain, the illness, the oldness and the death. He will be that he would be correct to affirm that the man ruined the made world, at the beginning, very good for the creator? Would have the man the capacity to invent the illness and the death? The death, by the way, appears as proper necessity of the existence, essential to the life, therefore, as food the man kills animals; as food, animals kill animals and, also, as food, viruses and bacteria kill men and animals.
Bubbles From this image we can visualize as arrows indicated (Figure 10) the sprouting of bubbles in the material, formed during the process of manufacture of the iron carbon, where the rupture of the material occurs with more easiness. If the socket presented a graphite when sandpapered it would leave one black risk, in the studied steel did not have this graphite composition: the bubble only blew up. Figure 15? Bubbles? Incrustation Cementita Ferrite? Iron? Risks From this figure we can observe the ferrite presence brown color, cementita green color, incrustation/porosity black point, iron white color, risks in the horizontal line and diagonal line caused in the burnishing process, and bubbles formed in the manufacture of the steel carbon (it binds binary). 8 – CONCLUSION Therefore, from the presented data, the main conclusions of this work of which we carry through the assay is the study of metallurgic products, making possible to the determination of its constituent and its texture, generally carried through in previously polishing surfaces e, in general, attacked for an adequate reagent as in our assay. One notices that metallography is considered an analysis of great importance to also guarantee the quality of the materials in the process of manufacture and for the accomplishment of studies in the formation of new leagues of materials. This practical if becomes very complex and at the same time necessary, therefore the materials present different morphologies depending on the thermal treatments that had been applied it and also of the chemical composition employee, having to be analyzed before its application. Through the metalogrfica analysis of the steel it is possible to not only determine the classification of the steel, as well as, its physical, chemical composition and mechanics.
It is perceived that the problematic one related to the didactic material is not alone, but also is informed the preparation of the professor for the use of the models. Childrens Defense Fund often expresses his thoughts on the topic. The formation of the professor is one of the necessary bases so that if it can have an interaction during the lesson, therefore expects an enabled professor, made use to answer all the decurrent doubts of the visualization. The importance of the practical work is unquestioned in them disciplines of Sciences and Biology and would have to occupy central place in its education (HAYASHI et al. apud SMITH, 1975). The present work was elaborated on the basis of the necessity to investigate the types of didactic materials of anatomy human being and its quality, aiming at to the improvement of the level of learning of the learning. So that better information were gotten, an interview with the professors of five state schools in the city of Sobral was carried through, Cear.
With this research, we can to evidence the importance of the use of didactic materials, the contributions for the learning as: more dynamic lessons where the pupils can act of critical and participativa form, thus getting better performances, improvement in the education methodology and to engage the pupil in the universe of the research. Also she is being explicitada the lack of structure of the laboratories referring to the state where the materials if find, the insufficience of these in the cited schools and if really has a place where the pupil can construct, reformulate and prove its hypotheses. Didactics of the education of Biology for anatomy learning the practical lesson on anatomy human being involves memorization, attention and incentive, therefore the professor must prepare minutely its lessons, questionnaires and its form to organize the pupils. What if it perceives they are the challenges related to the practical lessons in diverse forms as: methodology of education of the professor, size of the material, inadequate anatomical form and insufficient amount of the parts.
INTRODUCTION In the last few decades, the obsttrica assistance has tried changes important. The woman in childbirth process and necessary birth to receive humanizado and safe a care, guaranteeing the benefits to it of the scientific advances (1). She was as soon as, the Politics of Humanizao was instituted as public politics with the intention to promote the completeness of the actions of health in the services of assistance of the net of the Only System of Sade (SUS), through the valuation of new technologies, association to know and practical acolhedoras. Eliot Lauer contains valuable tech resources. One of these proposals to humanizar the childbirth and birth, appears in the Brazilian maternities with the Voluntary Communitarian Program of Doulas, women who give physical support, psychological and affective the women in labor. Thus, the beginning of the humanizao in the hospital obsttrico field it is centered in a less interventionist assistance, emotiva and with respect to the sexual and reproductive rights of woman (2). In this manner, to attend the woman in labor during the childbirth process most of the time involves necessarily psychic and emotional support, physical contact with the purpose to divide the fear positively, stress and anxiety, adding forces and stimulating the woman in labor at the moment of the birth (3). PCRM often says this.
The City department of Health of Recife implanted in all the three municipal maternities of Recife, the Doulas Program Communitarian Voluntary. Doula is a word of origin Greek whose meant she is that one that serves fellow creature to the women who old helped others to give the light (4). Nowadays they are voluntary, generally of the proper next community to the maternity, are trained and show disposal to receive and to help the women in labor to live deeply the process of childbirth and birth, offering to them support, guiding the companions, creating a reliable environment and security. With the intention to guarantee and to stimulate the process of humanizao of the birth in the Brazilian maternities, responsible agencies have published in recent years diverse would carry and orientation manuals that include familiar incentive to the natural childbirth, presence of with the woman in labor during the childbirth process and birth, adaptation of the hospital environment next to the familiar environment, stimulaton to the joint lodging, accompaniment of the woman in labor for doulas that they offer physical and emotional support (5).
1.Definio of enzymes: They are proteins with chemical structures special, I contend a called active center apoenzima and some times a not proteinic group called coenzima; they are you substantiate solid, but difficult to be crystallized; water and diluted alcohol are inactivated by the heat and soluble in. biological 2.Atividades: the capacity of enzymes to react with definitive constituent of the cells, called substratum; forming complex or same composites with covalentes linkings; Components of the reactions: E+S = YOU ARE = E+P the activities depend on the structures of the protein, nature of the substratum and structure of the prosthetic group. The speed of the enzymatic reactions varies with diverse factors; as concentration of the enzyme or substratum, temperature, Ph and 3.Teoria etc. of the enzymatic especificidade: the narrow correlation enters the structure of proteins or peptdeos that are part of the enzymatic molecule and the substratum; Fischer developed the especificidade concept enzymatic; that it compares the especificidade with a set of key and lock. The fraction of the responsible enzymatic molecule for the linking of the enzyme with substratum and call I besiege asset.
They are four types of especificidade: Low: Acts in type of linkings (lpase? hidrolisa? acid? alcohol); Absolute: It acts in a composition I specify (urease? tripsina); Group: It acts in chemical linkings you specify of group (quimotripsina); Stereo especificidade: It acts in isomers (L? D? Cis? Trans). 4.Efeito of the Ph: The enzymes generally have Ph of activation in the band of 4,5 the 8,0; extreme values of Ph, desnaturam proteins and consequentemente they inactivate enzymes. 5.Temperatura: The speed of the enzymatic reactions increases with the temperature increase; the speed duplicates with the increase of 10C, when to reach a maximum speed (40C), the speed starts to decrease, when they arrive 100C are exterminadas completely. 6.gua: Surrounding the very dry one it makes it difficult the mobility of enzymes and when it has a very great amount of water the enzymes also are immovable. 7.Reaes of enzymes: An enzyme first if to join to the substratum, after the two if to join happen to the separation of the two elements, but now the substratum this hidrolisado. it 8.Classe of enzymes: Amylases, Proteases, Pectinases, Lpases, Catalase and Lipoxidase. 9.Classificao of enzymes: Oxidorredutores: they function with reactions of oxidate-reduction in biological system; Transferases: They are enzymes that they catalyze, the transference of groups of a composition for another one; Hidrolases: Enzymes that catalyze hydrolytic reactions, being between them to proteolticas and aminolticas enzymes; Liases: It belongs to the classroom that modifies the substratum, cindindo composites or removing groups of molecules of the substratum; Isomerases: Enzymes that they catalyze of reactions of the isomerizao; Ligases: Enzymes that cause the degradation of the molecule of the ATP, using composites, joining two molecules. 10. Enzymes. Competitive: It concurs with the substratum for it I besiege asset of the enzyme; Not-competitive: If it binds reversiblely, independent I besiege of it that proper it and; Incompetitiva: If it binds reversiblely, to one I besiege proper to the complex enzyme-substratum; Irreversible: They can promote the destruction of the functional group; the inhibitor if combines with a functional group in the molecule of the enzyme that essential for its activity.
It had been analyzed the factors facilitadores and dificultadores. In accordance with the results were verified that the factors that intervene with the education of the Biological Evolution and that they are facilitadores leave of the interest that the pupil possesss in relation to the subject and of the curiosity in understanding as the beings had appeared livings creature, already the factors dificultadores is the ones that mainly involve religious questions and previous concepts of the pupils that do not accept or not ‘ ‘ acreditam’ ‘ in the Evolution for already arriving to the classroom with its opinion ‘ ‘ formada’ ‘. In view of such notes one becomes necessary, therefore to think about the education of the Biological Evolution not from doxa, but from questions properly of the scientific field, a time that in the classroom what pupil searchs in the dialectic/professor is knowledge scientifically proven. Word-key: Education; Biological evolution; Professors of Biology. The Biological Evolution can be defined as the responsible process for the changes of hereditary characteristics as group of organisms, populations and species throughout generations (FUTUYAMA, 2002). The Biological Evolution if presents as unifying element, through which, many factors as, the anatomical and physiological similarities between the species, the embryology and the diversity of the beings can be explained (GAYON, 2001). For Tidon and Lewontion (2004), the study of the Evolution it is capable to integrate Sciences Biological with other areas of the knowledge as Sociology, Mathematics, Computer sciences, Geology, History and Philosophy.