Attention Deficit Hyperactivity Disorder (ADHD) mainly affects the academic performance of children and adolescents. In addition to bringing physical and mental health benefits, physical activity has been used to prevent and improve ADHD comorbidities; however, its effectiveness has not been quantified. In this study, the effect of physical activity on children's attention was measured using a computer game. Intense physical activity was promoted by a relay race, which requires a 5-min run without a rest interval. The proposed physical stimulus was performed with 28 volunteers: 14 with ADHD (GE-EF) and 14 without ADHD symptoms (GC-EF). After 5 min of rest, these volunteers accessed the computer game to accomplish the tasks in the shortest time possible. The computer game was also accessed by another 28 volunteers: 14 with ADHD (GE) and 14 without these symptoms (GC). The response time to solve the tasks that require attention was recorded. The results of the four groups were analyzed using D'Agostino statistical tests of normality, Kruskal-Wallis analyses of variance and post-hoc Dunn tests. The groups of volunteers with ADHD who performed exercise (GE-EF) showed improved performance for the tasks that require attention with a difference of 30.52% compared with the volunteers with ADHD who did not perform the exercise (GE). The (GE-EF) group showed similar performance (2.5% difference) with the volunteers in the (GC) group who have no ADHD symptoms and did not exercise. This study shows that intense exercise can improve the attention of children with ADHD and may help their school performance.

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The hexagonal cell parameters a and c of β‐quartz have been determined from a 00.1 β‐quartz neutron multiple diffraction Umweganregung pattern measured at 1003 K. Owing to the high density of multiple diffraction peaks in the indexing of the pattern, contrasting with the low density of experimental peaks, a procedure to correctly index peaks has first been applied. After the correct indexing, the peaks were selected taking into account their quality (adequate intensity and definition) and then classified in accordance with their suitability for the determination of a or c. The azimuthal angular positions of classified peaks were applied to indexing diagrams in order to obtain sets of values for both a and c. Weighted means of the sets give final values for a and c. In order to obtain more reliable final values an iterative process has been employed. A statistical analysis of data has also been employed to calculate uncertainties for the mean values found in the iterative process. After 12 cycles of iteration, the results converged to a = 4.9957 (14) and c = 5.46184 (35) Å for β‐quartz at 1003 K.

Dentro do universo da engenharia de produção, o processo de usinagem de materiais metálicos e tratamento térmico causa tensões residuais que podem alcançar valores significativos e influenciar a durabilidade dos diversos componentes mecânicos. Definir o processo adequado para cada aplicação requer a previsão de quão elevada será a tensão gerada em função das variáveis do processo utilizado.  A fim de conhecer os valores das tensões resultantes, é necessário medi-las, por exemplo, usando análise experimental de tensão, que consiste no uso de strain gauges para medir deformações em uma superfície. Logo, o objetivo deste artigo é apresentar o processo de desenvolvimento e aplicação de um kit didático educacional (KiDiTen®), versão II, automatizado, em conformidade com a formação por competência na pesquisa do ensino de Engenharia, utilizando conceitos de Física, Matemática e Teoria da Elasticidade, com o objetivo de levar o aluno ao conceito elementar da tensão mecânica, tensão elétrica e tensor de ordem 2. Utilizaram-se metodologias como Educação Baseada em Projetos, Aprendizado Baseado em Problemas e abordagem STEM (Science, Technology, Engineering and Mathematics). Comprovou-se que a metodologia adotada foi adequada, empregando diversas metodologias de ensaios.