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Computational modeling and optimization in the field of industrial processes, specifically related to biomass pyrolysis, may be an asset in determining the best processing conditions. It may also contribute towards the growing demand for energy with environmental sustainability. Current study implements the optimization of techniques to adjust kinetic parameters and the application of a phenomenological mathematical model to describe the dynamic behavior of pyrolysis for oak (Quercus sp.) and tauari (Couratari sp.) biomasses. Scilab software, a high-level programming language, was employed for numerical analysis, scientific computing and parametric statistical tests. Results showed that the model was reliable when compared to experimental data from the literature for oak and data from laboratory experiments for Tauari. Variance analysis (ANOVA) showed that F value ranged from 2294.0248 to 41.6304, higher than F tabled at 5% significance level (0.0043 and 4.1055). This fact demonstrates that the model may predict the behavior of biomass pyrolysis under the simulated operating conditions. [ABSTRACT FROM AUTHOR]

How can we explain the asymmetry of learning among human reasoners even when we start from the same intellectual and brain conditions? Different answers of physical and intentional order can be formulated from unequal fields of research e.g. clinical, neuroscience, cognitive science, biology, computer science, information science, artificial intelligence, philosophy, logic, education, and pedagogy. Despite the theoretical and practical differences between the generality of these fields, as well as the internal and specific character of their approaches, a possible binding feature emerges when we focus research towards an explanation of the self-regulatory/revisionist behavior of human reasoners (HR) in classroom environments. The main purpose of this article is to offer a proposal for solving the initial question from a biolinguistic and pedagogical approach. This approach will allow us to explain the epistemic asymmetry between HR, whose brain constitution is analogous, highlighting a constructive component of proactive and selfregulated knowledge: cognitive criticality or critical thinking. [ABSTRACT FROM AUTHOR]

Within the Brazilian Computing Society, researchers in Computing Education in Brazil have been promoting several opportunities for interaction with other areas of Computer Science. In particular, there is promising convergence in research with the area of Informatics in Education. This paper seeks to outline preliminary considerations about the convergence between Computing Education and Informatics in Education, establishing what we call Technologies in Computing Education. [ABSTRACT FROM AUTHOR]