Abstract: The proper management of demolition construction waste from the construction industry is an issue that has gained relevance over the last years in several research centers around the world and, in this context, researches on the potential of using construction and demolition waste to execute pavement layers have been stood out. The paper presented results of a research performed to evaluate the characteristics of the material produced by a waste treatment/beneficiation industrial plant. Tests to verify the suitability of the material as pavement subbase material were performed according Brazilian code - grain-size distribution composition, maximum characteristic dimension, shape particle index (SPI), contaminant percentage and sieving process. The results obtained indicated that the recycled aggregates investigated performed well in all the requirements of the reference standards used and only one correction, related to grain size distribution, was performed using a sieving process. It is important to highlight that the tests and analyses must be performed constantly when forming each aggregate batch, since the recycled aggregates are usually quite heterogeneous, with characteristics that may vary depending on the type of work, construction materials used or period of the year.

Professores encaram o grande desafio de ensinar física para alunos portadores de deficiência visual. A principal razão para esta dificuldade é a falta de preparo do professor para lidar com a inclusão. Estudos sinalizam o papel dos processos cognitivos, notadamente pensamento e linguagem, na construção de modelos. Nesse sentido, o ensino de conceitos para alunos cegos não difere daquele utilizado para alunos videntes. A especificidade situase na elaboração de materiais e métodos auxiliares para a formação dos conceitos. Assim, o tato constitui um recurso importante, bem como a ideia de representação dos conceitos no processo de aprendizagem. Os métodos de engajamento interativos encontram-se entre os métodos de ensino mais significativos. Um modo de fazer com que os alunos participem ativamente é a adoção do aprendizado mediado, ou seja, através de uma interação intensa entre o aluno e o mediador. Um tipo de aprendizado mediado são os ciclos de aprendizagem, que fazem com que os alunos se engajem na construção de um modelo de acordo com as regras da pesquisa científica. O conceito de ciclo de aprendizagem como forma de aprendizagem estruturada e mediada foi inicialmente introduzido por Karplus em 1962 para o ensino de conceitos de ciências em escolas do ensino fundamental, dentro do referencial da teoria de Piaget do desenvolvimento intelectual.

Teachers face the challenge of teaching physics to students with visual impairments. The main reason for this difficulty is the lack of preparation for dealing with inclusion. Studies indicate the role of cognitive processes, notably thought and language, on building models. In this sense, the teaching of concepts for blind students does not differ from that used to non-blind ones. The specificity lies in the preparation of materials and auxiliary methods for the formation of concepts. Thus, touch is an important resource, as well as the idea of representation of concepts in the learning process. Interactive engagement methods are among the most significant teaching methods. One way to make students actively participate is the adoption of mediated learning, i.e., through intensive interaction between the learner and the mediator. A type of mediated learning is the technique of Learning Cycles, which induces students to engage in the construction of a model according to the rules of scientific research. The concept of the learning cycle as a form of structured and mediated learning was initially introduced by Karplus in 1962 for teaching science concepts in elementary schools, within the framework of Piaget's theory of intellectual development.

Our objective was to determine lipid peroxidation and nuclear factor-κB (NF-κB) activation in skeletal muscle and the plasma cytokine profile following maximum progressive swimming. Adult male Swiss mice (N = 15) adapted to the aquatic environment were randomly divided into three groups: immediately after exercise (EX1), 3 h after exercise (EX2) and control. Animals from the exercising groups swam until exhaustion, with an initial workload of 2% of body mass attached to the tail. Control mice did not perform any exercise but were kept immersed in water for 20 min. Maximum swimming led to reactive oxygen species (ROS) generation in skeletal muscle, as indicated by increased thiobarbituric acid reactive species (TBARS) levels (4062.67 ±1487.10 vs 19,072.48 ± 8738.16 nmol malondialdehyde (MDA)/mg protein, control vs EX1). Exercise also promoted NF-κB activation in soleus muscle. Cytokine secretion following exercise was marked by increased plasma interleukin-6 (IL-6) levels 3 h post-exercise (P < 0.05). Interleukin-10 (IL-10) levels were reduced following exercise and remained reduced 3 h post-exercise (P < 0.05). Plasma levels of other cytokines investigated, monocyte chemotactic protein-1 (MCP-1), tumor necrosis factor-alpha (TNF-α), interferon-gamma (IFN-γ) and interleukin-12 (IL-12), were not altered by exercise. The present findings showed that maximum swimming, as well as other exercise models, led to lipid peroxidation and NF-κB activation in skeletal muscle and increased plasma IL-6 levels. The plasma cytokine response was also marked by reduced IL-10 levels. These results were attributed to exercise type and intensity.