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91	Influência do gradiente médio de velocidade na zona de contato na eficiência de clarificação de água para abastecimento por flotação / Influence of the velocity gradient in the contact zone in the efficiency of clarification of potable water by flotation Irene Monteiro da Franca Souza 13 September 2012 (has links) O presente trabalho teve como objetivo estudar a influência do gradiente médio de velocidade (Gzc), associado ao tempo de detenção hidráulico (tzc) e à taxa de aplicação superficial (TASzc), na zona de contato, na eficiência de clarificação de uma unidade retangular de flotação por ar dissolvido, em escala piloto, tratando água para abastecimento. Foram estudadas duas configurações da Unidade Piloto de Flotação por Ar Dissolvido (UPFAD) (A e B), as quais diferem no comprimento da zona de contato A (90 mm) e B (140 mm). A TASzc - A (133 ± 3 m/h) e B (86 ± 1 m/h) - e o tzc - A (54 ± 1s) e B (84 ± 1 s) - são diferentes. Foram avaliados três valores do Gzc A (1,8; 6,5;10,2) e B (0,9; 4,7; 6,3), através da inserção de telas com características diferentes no interior da zona de contato. E, Para cada valor de Gzc, foram investigados três valores de A/V (3,73; 4,90; 6,41). Em todos os ensaios realizados, foram fixados os seguintes parâmetros: vazão da água bruta preparada (5,4 m³/h); temperatura da água bruta preparada (26 ± 1ºC); pH de coagulação (6,5 ± 0,1); tempo de floculação (17,2 min); gradiente médio de velocidade de floculação (110 s-1); vazão de descarte após a floculação (0,8 m³/h); vazão de entrada para a flotação (Qe) (4,6 m³/h); velocidade de entrada para a flotação (ve) (180 m/h); velocidade cross-flow (45 m/h); TASzs (14,6 ± 0,2 m/h); pressão de saturação (4,5 ± 0,1 Kgf/cm²). A unidade piloto FAD foi alimentada com água preparada, que apresentou turbidez em torno de 7,4 ± 0,6 UNT, e cor aparente, em torno de 39,4 ± 4,3 UH. A fração removida dos parâmetros analisados para cada Gzc é menos sensível a variações de A/V na configuração A que na configuração B. Na configuração A, a tela que apresentou Gzc em torno de 6,5 s-1 gerou melhores resultados para cada A/V analisado. Na configuração B, a tela que gerou Gzc em torno de 4,7 s-1 proporcionou melhor fração removida de turbidez e cor para cada A/V estudado. Além disso, na configuração B, a fração removida de turbidez e cor foi menos sensível a variações de A/V, para Gzc de 4,7 s-1 que para os demais valores de Gzc. A tela que gerou resultados mais eficientes na configuração A foi a mesma para a configuração B. Portanto o uso da referida tela favoreceu o desempenho das configurações A e B. Comparando todas as situações estudadas nas duas configurações, o ensaio com a configuração A (com tzc de 54 s) com Gzc de 6,3 s-1 e A/V de 4,9 g/m³, apresentou as maiores frações de remoção de cor e turbidez. / The present work aimed to study the influence of velocity gradient (Gzc) associated with the hydraulic detention time (tzc) and the rate of surface application (TASzc) in the contact zone in the efficiency of clarification of a unit rectangular dissolved air flotation pilot scale, treating water supplies. Two different kinds of configurations of the reactor dissolved air flotation in pilot scale (UPFA) (A and B) were studied, which differ in the length of the contact zone - A (90 mm) and B (140 mm). The TASzc - A (133 ± 3 m/h) and B (86 ± 1 m/h) - and tzc - A (54 ± 1 s) and B (84 ± 1 s) were different. Three different values of Gzc were analysed - A (1.8, 6.5, 10.2 s-1) and B (0.9, 4.7, 6.3 s-1) by insertion of grilles with different characteristics within the zone contact. And for each value of Gzc, three values of A/V (3.73, 4.90, 6.41 g/m³) were investigated. In all trials, the following parameters were set: flow of synthetic raw water (5.4 m³/h), synthetic raw water temperature (26 ± 1ºC), coagulation pH (6.5 ± 0.1); flocculation time (17.2 minutes), the speed gradient flocculation (110 s-1); flow disposal after flocculation (0.8 m³/h), input flow to the flotation (Qe) (4, 6 m³/h), input speed for flotation (ve) (180 m/h), cross-flow velocity (45 m/h), TASzs (14.6 ± 0.2 m/h), saturation pressure (4.5 ± 0.1 kgf/cm ²). The pilot plant was fed with synthetic water, which showed turbidity of approximately 7.4 ± 0.6 NTU, and apparent color, about 39.4 ± 4.3 HU. The removal efficiency of the analyzed parameters for each Gzc is less sensitive to variations in the A/V in the configuration A than in the configuration B. In configuration A, the grille that showed Gzc about 6.5 s-1 gave better results for each A/V analysis. In configuration B, the grille that has generated Gzc around 4.7 s-1 provided the best removal efficiency of turbidity and color for each A/V studied. Furthermore, in the configuration B, the removal efficiency of color and turbidity was less sensitive to variations in A/V for Gzc 4.7 s-1 than for other values of Gzc. The grille that generated the best results in the configuration A was the same for the configuration B. Therefore the use of that grille favored the performance of configurations A and B. Comparing all the situations studied in two configurations, the test with the configuration A (with tzc the 54 s) with Gzc of 6.3 s-1 and A/V of 4.9 g/m³, had the highest removal efficiencies of color and turbidity. Flotação por ar dissolvido (FAD) Gradiente médio de velocidade (G) Telas Tratamento de água para abastecimento Zona de contato e zona de separação Contact zone and separation zone Dissolved air flotation (DAF) Grilles Treatment of potable water Velocity gradient (G)
92	Wie lässt sich das Interesse am Erlernen von Deutsch als Fremdsprache (wieder) steigern? : Warum lernt man als schwedischer Schüler neben der eigenen Muttersprache gerade Deutsch als zweite Fremdsprache? Was sind Anreize dafür? Dressler, Lutz January 2016 (has links) By the means of a questionnaire the present work examines the attitudes among pupils between the 5th and 9th grade towards choosing French, Spanish or German as their third language. The main question to be answered is "What needs to be improved to raise the interest in choosing specifically German as their preferred third language?". The other questions posed are for example "Do they want to study a language at all?", "Which language do they want to study and why?" or "What motivates them to keep studying generally?". The results show a high motivation and that the most pupils have already decided for a specific language at the middle of the 5th grade. Family and friends play a crucial role in choosing their language in combination with other factors such as the experiences of visiting countries or settings where the target language is used. To raise the popularity of German as the chosen language is not a short time project. More variation in teaching and real contact with German people, for instance language trips, needs to be done or improved. Nearly all of the pupils want to use modern techniques like chat or video conversations instead of just reading a text book. Foreign language German French Spanish motivation attitudes learning teaching interest second language third language choice of language DaF deutsch spanisch französisch Fremdsprache Grundschule moderna språk tyska spanska franska språkundervisning grundskola Specific Languages Studier av enskilda språk
93	Neuroendocrine Modulation of Complex Behavior and Physiology in C. elegans Florman, Jeremy T. 30 September 2020 (has links) To survive, animals must adapt to a complex and challenging world in a way that is flexible and responsive, while maintaining internal homeostasis. Neuromodulators provide a means to systemically alter behavioral or physiological state based on intrinsic or extrinsic cues, however dysregulated neuroendocrine signaling has negative consequences for fitness and survival. Here I examine neuroendocrine function and dysfunction using the escape response in Caenorhabditis elegans. The RFamide neuropeptide FLP-18 is a co-transmitter with the monoamine tyramine and functions both synergistically and antagonistically to tyramine in coordinating escape behavior. Using behavioral analysis and calcium imaging, I show that FLP-18 functions primarily through the G-protein coupled receptor (GPCR) NPR-5 to increase calcium levels in muscle, enhancing locomotion rate, bending and reversal behavior during the escape response. Furthermore, I examine the relationship between persistent acute stress and resilience using repeated activation of the escape response as a model of neuroendocrine dysregulation. Repeated activation of the escape response shortens lifespan and renders animals more susceptible to thermal, oxidative, and nutritional stress. Tyramine release is necessary and sufficient for this effect and activity of the tyraminergic RIM neurons is differentially regulated by acute versus long-term stressors. Impaired stress resistance requires both the GPCR TYRA-3 in the intestine and intestinal neuropeptide release. Activation of the insulin receptor DAF-2 is downstream of TYRA-3 and inhibits the transcription factors DAF-16/FOXO, SKN-1/Nrf2 and HSF-1, linking monoamine signaling in acute stress to the insulin signaling pathway and impaired resilience to long-term stressors. neuropeptides neuromodulation C. elegans co-transmission biogenic amines fight or flight response behavior neuropeptide receptors arousal G-protein signaling stress insulin signaling daf-16/FOXO longevity neural circuits compound motor sequence calcium Behavioral Neurobiology Endocrinology
94	Stereoselective synthesis and hormonal activity of novel dafachronic acids and naturally occurring steroids isolated from corals Saini, Ratni, Boland, Sebastian, Kataeva, Olga, Schmidt, Arndt W., Kurzchalia, Teymuras V., Knölker, Hans-Joachim January 2012 (has links) A stereoselective synthesis of (25S)-Δ1-, (25S)-Δ1,4-, (25S)-Δ1,7-, (25S)-Δ8(14)-, (25S)-Δ4,6,8(14)-dafachronic acid, methyl (25S)-Δ1,4-dafachronate and (25S)-5α-hydroxy-3,6-dioxocholest-7-en-26-oic acid is described. (25S)-Δ1,4-Dafachronic acid and its methyl ester are natural products isolated from corals and have been obtained by synthesis for the first time. (25S)-5α-Hydroxy-3,6-dioxocholest-7-en-26-oic acid represents a promising synthetic precursor for cytotoxic marine steroids. / Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG-geförderten) Allianz- bzw. Nationallizenz frei zugänglich. info:eu-repo/classification/ddc/540 ddc:540
95	THE ABSENCE OF C3AR AND C5AR SIGNAL TRANSDUCTION PROMOTES T REGULATORY CELL DIFFERENTIATION AND REGULATES IMMUNOLOGIC TOLERANCE Strainic, Michael George, Jr 19 August 2013 (has links) No description available. Immunology C3aR C5aR DAF CD55 T cell activation T cell T regulatory cell Treg T cell suppression Treg induction complement complement mediated T cell activation G-protein coupled receptor Foxp3
96	Les représentations des variétés régionales de l'allemand chez les assistants d'allemand au Québec Laurent, Eveline 12 1900 (has links) No description available. assistants de langue moniteurs de langue allemand langue seconde ALS acquisition des langues secondes variétés régionales dialectes représentations linguistiques DaF Deutsch als Fremdsprache language assistants german as a second language SLA second language acquisition regional varieties dialects linguistic representations language attitudes
97	Knížky prvního čtení a jejich modifikace pro výuku němčiny jako cizího jazyka / Viability of Using Erstlesebuch in Classes Teaching German as a Foreign Language Brzková, Šárka January 2020 (has links) The diploma thesis deals with the book genre Erstlesebuch (book for beginner readers) as educational material in the context of foreign language education at the levels of Basic Users (A0/1-A2). In the context of first language teaching, this specific genre belongs to the field of literature, the didactic of literature, and the didactic of reading. The goal of this diploma thesis is to present different possibilities of didactic activities with Erstlesebuch in the context of second language teaching and to formulate criteria for choosing an appropriate text. The theoretical part describes the context of foreign language education and the role of literature in this context, with consideration for the Common European Framework of Reference for Languages. The theoretical part also presents the specifics of the book genre Erstlesebuch itself. The empirical part of this thesis is based on several investigations: firstly on a complex analysis (readability and text structure) of six Erstlesebuch and secondly on empirical research in reading with schoolchildren at higher grades of an elementary school (children at the age of 13-15). These results are compared to the results of similar research done with Austrian beginner readers (children between the ages of 7 and 9). The final part of the thesis concludes...
98	Neue Medien im Fremdsprachenunterricht / New Media in Foreign Language Classes: Conception of a media educational Class for German Teachers in Adult/Further education Herrmann, Ines 03 August 2016 (has links) (PDF) Die Arbeit bildet die fachwissenschaftlich gestützte Erziehung von Deutsch-als-Fremdsprachelehrkräften zur Medienmündigkeit ab. Dafür werden Vorstudien zu einem umfassenden Konzept zusammengefügt. Es werden drei Fachbereiche vernetzt: Lehrerbildung, Medienpädagogik und Deutsch als Fremdsprache. Der Konzeption abgeleitet ist eine mögliche Didaktik für neuere Technologien, die mit einem von der Autorin selbst erstellten Kursbaustein veranschaulicht wird. Neue Medien Blended Learning DaF DaZ Lehrerbildung Fortbildung Medienpädagogik medienpädagogischer Kurs Fremdsprachenunterricht Erwachsenenbildung Weiterbildung Deutsch als Fremdsprache Deutsch als Zweitsprache Medienkompetenz Didaktik media education gfl German as foreign language gsl german as second language media literacy didactics further education blended learning adult education foreign language classes ddc:570 rvk:DN 7000 Deutsch als Fremdsprache Neue Medien Elektronische Medien Medien Neue Technologin Weiterbildung Erwachsenenbildung Medienpädagogik Pädagogik Integriertes Lernen Unterrichtsmethode Medienkompetenz Schlüsselqualifikation Qualifikation Qualifizierungsprozess
99	Neue Medien im Fremdsprachenunterricht: Konzeption eines medienpädagogischen Kurses für Deutschlehrkräfte in der Erwachsenen-Weiterbildung Herrmann, Ines 29 September 2015 (has links) Die Arbeit bildet die fachwissenschaftlich gestützte Erziehung von Deutsch-als-Fremdsprachelehrkräften zur Medienmündigkeit ab. Dafür werden Vorstudien zu einem umfassenden Konzept zusammengefügt. Es werden drei Fachbereiche vernetzt: Lehrerbildung, Medienpädagogik und Deutsch als Fremdsprache. Der Konzeption abgeleitet ist eine mögliche Didaktik für neuere Technologien, die mit einem von der Autorin selbst erstellten Kursbaustein veranschaulicht wird.:1. Einführung 2. Forschungsstand 2.1. Aus- und Fortbildung von Deutschlehrkräften 2.1.1. Historische Aspekte 2.1.2. Situierung im Germanistik- und Lehramtsstudium 2.1.3. Situierung der Lehrerfortbildung 2.1.4. Neue Ansprüche und Konzepte der Lehrerfortbildung 2.2. Medienpädagogik 2.2.1. Mediensozialisation 2.2.2. Medienbildung 2.2.3. Medienkompetenz 2.2.4. Neue Medien 2.2.5. Mediendidaktik 2.2.6. Lernen & Lehren mit neuen Medien 2.3. Deutsch als Fremdsprache 2.3.1. Medienwissenschaft 2.3.2. Sprachlehr- und -lernforschung 2.3.3. Medien im Unterricht 2.4. Schlussfolgerungen 3. Rahmenanalyse und Begründung der zu erstellenden Kurskonzeption 3.1. Zielgruppenanalyse & Einordnung 3.2. Ergebnisanalyse vergleichbarer Studien und Kurse 3.2.1. Lektürebericht 3.2.2. Auswertung eines landeskundlichen Seminares 3.2.3. Überlegungen zu einem medienpädagogischen Seminar 3.2.4. Überlegungen zu einer Online-Lehrerfortbildung des Goethe-Instituts 3.3. Standards, Kriterien und zu beantwortende Fragen zu Kurs & Medien 4. Konzeption eines medienpädagogischen Kurses für Deutschlehrkräfte 4.1. Kursziel: Kompetenzen Kursteilnehmender 4.1.1. Auf inhaltlicher Ebene 4.1.2. Auf Ebene der Technologien 4.1.3. Auf Ebene didaktischer Konzepte 4.1.4. Auf Ebene der Medienkompetenz 4.1.5. Zusammenfassende Lernzielformulierung 4.2. Kursform: Blended Learning 4.2.1. Struktur & Didaktik 4.2.2. Lehr- und Lernvereinbarungen 4.2.3. Überprüfung des Lernerfolges 4.2.4. Qualitätsmanagement 4.3. Kursinhalt: Konkrete Technologien & Konzepte 4.3.1. Lernplattformen & Blogs 4.3.2. Podcasts 4.3.3. Digital Games 5. Grundlegung einer Didaktik für Neue Technologien 5.1. Kommentiertes Modell 5.2. Beispielablauf eines Kursbausteins 5.3. Eignung & Varianten 6. Schlussbemerkungen Anhang: Liste der Seminarweblogs zu „Landeskunde und neue Medien“ Abbildungsverzeichnis Quellen- und Literaturverzeichnis info:eu-repo/classification/ddc/570 ddc:570
100	En studie i elevmotivation genom självreglerande lärande som metod för inlärning i moderna språk / A study on Learner Motivation by means of Learner Autonomy as Studying Technique in Modern Language Learning Gehrke, Karina Wiebke January 2022 (has links) Onödiga språkvalsbyten i moderna språk kan anses vara resultat av motivationsbrist kopplat till intrycket att glädje i språkvalsstudier inte leder till gymnasiebehörighet. Denna studie ämnar undersöka och fördjupa kunskap om a) samband mellan självreglering och elevmotivation, samt b) samband mellan glädje och motivation. Hattie och Zierer (2019) konstaterar att mer självreglering leder till ökad elevmotivation. För att pröva om denna slutsats kan verifieras, genomfördes en empirisk studie med lärarintervjuer som besvarade följande fråga: Vad anser lärare är en bra återkoppling till eleverna? För att kunna nå en slutsats i frågan om samband mellan självreglering och elevmotivation etablerades först en definition av begreppet självreglering. I detta syfte användes en teori som står för uppsatsens analytiska ramverk. Ramverket baseras på författare som arbetar i linje med Richard M. Ryans och Edward L. Decis Self-Determination Theory (SDT). Då slutsatsen att mer självreglerande lärande leder till ökad elevmotivation inte kunde verifieras i min empiriska studie, genomfördes en noggrann litteraturstudie. Utifrån denna kunde jag sedan göra en analys av mina frågeställningar med anslutande diskussion. Resultatet antyder att lärare bör fokusera på elevmotivationens kvalitet, med den prototypiska intrinsiska motivationen som mål, för att kunna motverka motivationsbristen i skolan. I detta forskningsarbete kom jag dessutom fram till slutsatsen att en högre motivation i allra högsta grad kan leda till ett mer effektivt lärande i allmänhet. Nyckelord: effektivt lärande, elevmotivation, intrinsisk motivation, motivationsbrist, Self-Determination Theory, självreglering, återkoppling formative assessment learner autonomy Self-Determination Theory motivation language studies language learner autonomy SDT intrinsic motivation extrinsic motivation learning motivation self-regulation student motivation modern languages language learning formative feedback self-regulated learning effective learning task level process level self-regulation level feedback long-term goals learning goals high school eligibility curriculum primary school language choice multilingual society result-oriented curriculum learning system language skills curriculum in modern languages upper secondary school motivation difficulty motivation problem German lack of motivation planning phase implementation phase self-reflection phase metacognition metacognitive strategy metacognitive process thought process visible learning controlled learning autonomous self-regulation sense of autonomy social values personal values self-regulation style identified regulation integrated regulation SDT work method self-reflection goal setting learning activity formative Motivation im Unterricht Lernermotivation Autonomie Fremdsprachenunterricht Formative Diagnostik Lernerautonomie Lernmotivation Selbstregulation Autonomie Schülermotivation moderne Sprachen Sprachenlernen formative Beurteilung formatives Feedback selbstgesteuertes Lernen effektives Lernen Freude am Lernen Aufgabenebene Prozessebene Selbstregulationsebene Feedback Lernziele Lehrplan Grundschule mehrsprachige Gesellschaft ergebnisorientierter Lehrplan Lernsystem Sprachkompetenz Lehrplan in Moderne Sprachen Sekundarstufe II Motivationsschwierigkeit Motivationsproblem Fach Deutsch DaF Motivationsmangel Planungsphase Umsetzungsphase Selbstreflexionsphase Metakognition metakognitive Strategien metakognitiver Prozess Denkprozess sichtbares Lernen intrinsische Motivation extrinsische Motivation kontrolliertes Lernen autonome Selbstregulation Autonomiegefühl soziale Werte persönliche Werte Selbstregulationsstil identifizierte Regulation integrierte Regulation SDT Arbeitsmethode Selbstreflexion Zielsetzung Lernaktivität lärandemotivation självreglering autonomi elevmotivation moderna språk språkinlärning formativ bedömning formativ återkoppling självreglerande lärande effektivt lärande glädje i undervisning uppgiftsnivå processnivå självregleringsnivå återkoppling långsiktiga mål lärandemål gymnasiebehörighet läroplan språkvalslektion grundskola språkval flerspråkig samhälle resultatorienterad lärosystem språkkunskap kursplan i moderna språk högstadiet motivationssvårighet motivationsproblematik tyska motivationsbrist planeringsfas genomförandefas självreflektionsfas metakognition metakognitiv strategi metakognitiv process tankeprocess synligt lärande inneboende motivation yttre motivation kontrollerad autonom självreglering extrinsisk motivation intrinsisk motivation autonomikänsla sociala värden personliga värden självregleringsstil identifierad reglering integrerad reglering SDT arbetsmetod självreflektion målsättning inlärningsaktivitet formativ Learning Lärande

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