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Calil Jr</title> <meta name="description" content="Search results for: Carlito Calil Jr"> <meta name="keywords" content="Carlito Calil Jr"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Carlito Calil Jr"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Carlito Calil Jr</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Experimental Measurements of Fire Retardants on Plywood at Fire Test</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gisele%20C.%20A.%20Martins">Gisele C. A. Martins</a>, <a href="https://publications.waset.org/abstracts/search?q=Leonardo%20A.%20Marcolin"> Leonardo A. Marcolin</a>, <a href="https://publications.waset.org/abstracts/search?q=Laurenn%20B.%20de%20Macedo"> Laurenn B. de Macedo</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20A.%20Rocco%20Lahr"> Francisco A. Rocco Lahr</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlito%20Calil%20Jr"> Carlito Calil Jr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use and development of wood composite materials increased in the past few years. However, in Brazil there are some restrictions on these products regarding their use since it could be considered a potential risk in a fire situation. Thus, becomes evident the need for research aiming to fit these in safety standards. This study aims to evaluate the efficiency of two new fire retardant products produced by a Brazilian industry. Tests were performed on plywood panels of Pinus spp previously immersed, varying the products concentrations and compared with untreated samples. The test used to evaluate the flame spread in a panel was the modified Schlyter test. The product in question was proved efficient, before and after shutting off the burner. Comparing panels with the panels without treatment, there was a decrease of 400% of the height of the flame spread on the treated ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fire%20retardant" title="fire retardant">fire retardant</a>, <a href="https://publications.waset.org/abstracts/search?q=flame%20spread" title=" flame spread"> flame spread</a>, <a href="https://publications.waset.org/abstracts/search?q=plywood" title=" plywood"> plywood</a>, <a href="https://publications.waset.org/abstracts/search?q=wood-based%20material" title=" wood-based material"> wood-based material</a> </p> <a href="https://publications.waset.org/abstracts/18989/experimental-measurements-of-fire-retardants-on-plywood-at-fire-test" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18989.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">435</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Potential Application of Modified Diglycolamide Resin for Rare Earth Element Extraction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Junnile%20Romero">Junnile Romero</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilhwan%20Park"> Ilhwan Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Vannie%20Joy%20Resabal"> Vannie Joy Resabal</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlito%20Tabelin"> Carlito Tabelin</a>, <a href="https://publications.waset.org/abstracts/search?q=Richard%20Alorro"> Richard Alorro</a>, <a href="https://publications.waset.org/abstracts/search?q=Leaniel%20Silva"> Leaniel Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Joshua%20Zoleta"> Joshua Zoleta</a>, <a href="https://publications.waset.org/abstracts/search?q=Takunda%20Mandu"> Takunda Mandu</a>, <a href="https://publications.waset.org/abstracts/search?q=Kosei%20Aikawa"> Kosei Aikawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Mayumi%20Ito"> Mayumi Ito</a>, <a href="https://publications.waset.org/abstracts/search?q=Naoki%20Hiroyoshi"> Naoki Hiroyoshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rare earth elements (REE) play a vital role in technological advancement due to their unique physical and chemical properties essential for various renewable energy applications. However, this increasing demand represents a challenging task for sustainability that corresponds to various research interests relating to the development of various extraction techniques, particularly on the extractant being used. In this study, TK221 (a modified polymer resin containing diglycolamide, carbamoyl methyl phosphine oxide (CMPO), and diglycolamide (DGA-N)) has been investigated as a conjugate extractant. FTIR and SEM analysis results confirmed the presence of CMPO and DGA-N being coated onto the PS-DVB support of TK221. Moreover, the kinetic rate law and adsorption isotherm batch test was investigated to understand the corresponding adsorption mechanism. The results show that REEs’ (Nd, Y, Ce, and Er) obtained pseudo-second-order kinetics and Langmuir isotherm, suggesting that the adsorption mechanism undergoes a single monolayer adsorption site via a chemisorption process. The Qmax values of Nd, Ce, Er, Y, and Fe were 45.249 mg/g, 43.103 mg/g, 35.088 mg/g, 15.552 mg/g, and 12.315 mg/g, respectively. This research further suggests that TK221 polymer resin can be used as an alternative absorbent material for an effective REE extraction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=rare%20earth%20element" title="rare earth element">rare earth element</a>, <a href="https://publications.waset.org/abstracts/search?q=diglycolamide" title=" diglycolamide"> diglycolamide</a>, <a href="https://publications.waset.org/abstracts/search?q=characterization" title=" characterization"> characterization</a>, <a href="https://publications.waset.org/abstracts/search?q=extraction%20resin" title=" extraction resin"> extraction resin</a> </p> <a href="https://publications.waset.org/abstracts/161913/potential-application-of-modified-diglycolamide-resin-for-rare-earth-element-extraction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161913.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Comparing Bestseller Books in Japanese Public Libraries Managed by Outsourcing and by Local Governments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuhiro%20Mizunuma">Yuhiro Mizunuma</a>, <a href="https://publications.waset.org/abstracts/search?q=Keita%20Tsuji"> Keita Tsuji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Japan, local governments have long managed public libraries; however, organizations including private enterprises took over their management with the introduction of an outsourcing system in 2003. Now, whether local governments should apply this system to public libraries is under discussion, and many argue that it is inappropriate for public libraries. In this study, to provide basic data for such discussions, the differences between public libraries managed by outsourcing (henceforth, 'outsourcing libraries') and those managed directly by local governments (henceforth 'direct management libraries') were examined, focusing on bestsellers. We chose the 435 books on the top-20 bestseller lists published from 1996 to 2015 inclusive, as our sample bestseller books; and 413 outsourcing libraries' and 2,619 direct management libraries' holdings of them were investigated using the Calil API (a free Web service that can perform cross-library searches on libraries in Japan). Results show that outsourcing libraries tend to hold fewer bestsellers than direct management libraries. It was also found that direct management libraries tend to hold many duplicates of bestsellers, and that, in many cases, many of those were not being borrowed in direct management libraries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bestseller%20books" title="bestseller books">bestseller books</a>, <a href="https://publications.waset.org/abstracts/search?q=book%20collection" title=" book collection"> book collection</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20public%20libraries" title=" Japanese public libraries"> Japanese public libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=outsourcing" title=" outsourcing"> outsourcing</a> </p> <a href="https://publications.waset.org/abstracts/74490/comparing-bestseller-books-in-japanese-public-libraries-managed-by-outsourcing-and-by-local-governments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74490.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> The Use of Punctuation by Primary School Students Writing Texts Collaboratively: A Franco-Brazilian Comparative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Felipeto">Cristina Felipeto</a>, <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Bore"> Catherine Bore</a>, <a href="https://publications.waset.org/abstracts/search?q=Eduardo%20Calil"> Eduardo Calil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work aims to analyze and compare the punctuation marks (PM) in school texts of Brazilian and French students and the comments on these PM made spontaneously by the students during the ongoing text. Assuming textual genetics as an investigative field within a dialogical and enunciative approach, we defined a common methodological design in two 1st year classrooms (7 years old) of the primary school, one classroom in Brazil (Maceio) and the other one in France (Paris). Through a multimodal capture system of writing processes in real time and space (Ramos System), we recorded the collaborative writing proposal in dyads in each of the classrooms. This system preserves the classroom’s ecological characteristics and provides a video recording synchronized with dialogues, gestures and facial expressions of the students, the stroke of the pen’s ink on the sheet of paper and the movement of the teacher and students in the classroom. The multimodal register of the writing process allowed access to the text in progress and the comments made by the students on what was being written. In each proposed text production, teachers organized their students in dyads and requested that they should talk, combine and write a fictional narrative. We selected a Dyad of Brazilian students (BD) and another Dyad of French students (FD) and we have filmed 6 proposals for each of the dyads. The proposals were collected during the 2nd Term of 2013 (Brazil) and 2014 (France). In 6 texts written by the BD there were identified 39 PMs and 825 written words (on average, a PM every 23 words): Of these 39 PMs, 27 were highlighted orally and commented by either student. In the texts written by the FD there were identified 48 PMs and 258 written words (on average, 1 PM every 5 words): Of these 48 PM, 39 were commented by the French students. Unlike what the studies on punctuation acquisition point out, the PM that occurred the most were hyphens (BD) and commas (FD). Despite the significant difference between the types and quantities of PM in the written texts, the recognition of the need for writing PM in the text in progress and the comments have some common characteristics: i) the writing of the PM was not anticipated in relation to the text in progress, then they were added after the end of a sentence or after the finished text itself; ii) the need to add punctuation marks in the text came after one of the students had ‘remembered’ that a particular sign was needed; iii) most of the PM inscribed were not related to their linguistic functions, but the graphic-visual feature of the text; iv) the comments justify or explain the PM, indicating metalinguistic reflections made by the students. Our results indicate how the comments of the BD and FD express the dialogic and subjective nature of knowledge acquisition. Our study suggests that the initial learning of PM depends more on its graphic features and interactional conditions than on its linguistic functions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20writing" title="collaborative writing">collaborative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=erasure" title=" erasure"> erasure</a>, <a href="https://publications.waset.org/abstracts/search?q=graphic%20marks" title=" graphic marks"> graphic marks</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=metalinguistic%20awareness" title=" metalinguistic awareness"> metalinguistic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=textual%20genesis" title=" textual genesis"> textual genesis</a> </p> <a href="https://publications.waset.org/abstracts/83574/the-use-of-punctuation-by-primary-school-students-writing-texts-collaboratively-a-franco-brazilian-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83574.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Recognition of Spelling Problems during the Text in Progress: A Case Study on the Comments Made by Portuguese Students Newly Literate</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Calil">E. Calil</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20A.%20Pereira"> L. A. Pereira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The acquisition of orthography is a complex process, involving both lexical and grammatical questions. This learning occurs simultaneously with the domain of multiple textual aspects (e.g.: graphs, punctuation, etc.). However, most of the research on orthographic acquisition focus on this acquisition from an autonomous point of view, separated from the process of textual production. This means that their object of analysis is the production of words selected by the researcher or the requested sentences in an experimental and controlled setting. In addition, the analysis of the Spelling Problems (SP) are identified by the researcher on the sheet of paper. Considering the perspective of Textual Genetics, from an enunciative approach, this study will discuss the SPs recognized by dyads of newly literate students, while they are writing a text collaboratively. Six proposals of textual production were registered, requested by a 2nd year teacher of a Portuguese Primary School between January and March 2015. In our case study we discuss the SPs recognized by the dyad B and L (7 years old). We adopted as a methodological tool the Ramos System audiovisual record. This system allows real-time capture of the text in process and of the face-to-face dialogue between both students and their teacher, and also captures the body movements and facial expressions of the participants during textual production proposals in the classroom. In these ecological conditions of multimodal registration of collaborative writing, we could identify the emergence of SP in two dimensions: i. In the product (finished text): SP identification without recursive graphic marks (without erasures) and the identification of SPs with erasures, indicating the recognition of SP by the student; ii. In the process (text in progress): identification of comments made by students about recognized SPs. Given this, we’ve analyzed the comments on identified SPs during the text in progress. These comments characterize a type of reformulation referred to as Commented Oral Erasure (COE). The COE has two enunciative forms: Simple Comment (SC) such as ' 'X' is written with 'Y' '; or Unfolded Comment (UC), such as ' 'X' is written with 'Y' because...'. The spelling COE may also occur before or during the SP (Early Spelling Recognition - ESR) or after the SP has been entered (Later Spelling Recognition - LSR). There were 631 words entered in the 6 stories written by the B-L dyad, 145 of them containing some type of SP. During the text in progress, the students recognized orally 174 SP, 46 of which were identified in advance (ESRs) and 128 were identified later (LSPs). If we consider that the 88 erasure SPs in the product indicate some form of SP recognition, we can observe that there were twice as many SPs recognized orally. The ESR was characterized by SC when students asked their colleague or teacher how to spell a given word. The LSR presented predominantly UC, verbalizing meta-orthographic arguments, mostly made by L. These results indicate that writing in dyad is an important didactic strategy for the promotion of metalinguistic reflection, favoring the learning of spelling. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20writing" title="collaborative writing">collaborative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=erasure" title=" erasure"> erasure</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=metalinguistic%20awareness" title=" metalinguistic awareness"> metalinguistic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=spelling" title=" spelling"> spelling</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20production" title=" text production"> text production</a> </p> <a href="https://publications.waset.org/abstracts/83563/recognition-of-spelling-problems-during-the-text-in-progress-a-case-study-on-the-comments-made-by-portuguese-students-newly-literate" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83563.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th 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