Diss.--Fakultät für Sozialwissenschaften--Mannheim, 1999. / Bibliogr. p. 279-298.

Th.--Méd.--Nancy 1, 1984. N°: 72.

This thesis investigates the impacts of diagenesis on the Late-Cretaceous Eagle Ford Formation (Fmn) in south-west Texas. This was achieved utilising many techniques such as of outcrop and core analysis, standard petrographic techniques (including cathodoluminescence [CL] and scanning electron microscopy [SEM]), and geochemical analysis (x-ray diffraction [XRD], stable isotope analysis of C and O within inorganic minerals and Rock Eval pyrolysis). The bulk of diagenetic products and textures were identified via petrographic techniques, with geochemical analysis confirming interpretations based on visual observations. This thesis shows the Eagle Ford Fmn is a calcareous, organic-rich mudstone containing eight distinct lithofacies, which have all been directly impacted by burial diagenesis. The Lower Eagle Ford Fmn mainly comprises of dark organic and clay-rich lithofacies which represent a classic source rock with interbedded carbonate rich lithofacies. The Upper Eagle Ford Fmn is organic and clay-poor, with the bulk of lithofacies carbonate dominated and heavily cemented. An initial anoxic, open marine depositional environment which transitions into an oxic deepening environment is inferred during deposition of the Eagle Ford Fmn. Early, microbial derived redox reactions have precipitated authigenic calcite and pyrite within the Eagle Ford Fmn. Authigenic calcite infills and preserves biogenic debris (mainly planktonic and benthic foraminifera), with pyrite framboids post-dating the carbonate cements. Kaolinite infilling biogenic debris is also a common occurrence indicating it is also an early diagenetic product. Smectite is converted to mixed layer I/Sand illite during deep burial processes at similar depths and temperatures to hydrocarbon generation and expulsion. Authigenic quartz cements precipitate within primary porosity and on top of carbonate cements. Chlorite is observed as the last mineral precipitated in the Eagle Ford Fmn, often pseudomorphed from kaolinite within the micritic matrix. Diagenesis has had the greatest impact on porosity distribution in the Eagle Ford Fmn. The organic, clay-rich lithofacies contain little intra/inter-crystalline porosity with the bulk observed as clay-held or organic porosity. Meanwhile the carbonate-rich lithofacies contain mainly intra-crystalline porosity. Concretions are a common feature observed in the Lower Eagle Ford Fmn outcrops. Four concretion types were identified and studied using a variety of petrological and geochemical techniques. Diagenesis plays a major role in all concretions types. However, primary factors such as sea level fluctuation, sediment input and tectonic activity also have key impacts on the formation of concretions.

Wetland degradation in the form of channel incisioning can significantly alter the hydrological functioning of a wetland. In this study in a small headwater wetland in the Hogsback area, Eastern Cape Province, the impact of channel incisioning on soil water levels and soil morphology was examined. A good correlation (R2 = 0.89) exists between the depth of channel incisioning and average water table depths in most of the 21 installed piezometers. In localised cases the upslope supply of water was in equilibrium with drainage from the piezometers. Although all the studied soils show hydromorphic characteristics, those continuously saturated close to the surface exhibit redox accumulations in oxygen supplying macropores, whereas gleyic colour patterns occur deeper in soils where the water table has been lowered by channel incision. The nature and occurrence of different hydromorphic soil indicators observed confirm the contribution of soil morphology as a valuable indicator of long-term average soil water conditions. The study evaluates the effects of hydrological processes on plant species composition and distribution in a Hogsback wetland. Twenty-four circular plots with a radius of 2 m were established between March and August 2013. Within each sample plot, the habitat information and species present were recorded including Braun-Blanquet cover-abundance value for each and every species present in the plot. Plant species were identified in the field and the unknown plant species were collected, pressed, oven-dried and identified at the National Herbarium, South African Biodiversity Institute (SANBI), Pretoria and Schonland Herbarium, Rhodes University, Grahamstown. A total of 39 taxa belonging to 19 families and 34 genera were recorded from the Hogsback wetland. Of the documented taxa, three were exotic and three endemic to South Africa, indicating diversity and dynamic nature of Hogsback wetland flora. Plant families with the highest number of species were: Poaceae (11 species), Asteraceae (5 species), Onagraceae and Cyperaceae with 3 taxa each. The low number of exotic plant species in Hogsback wetland (three taxa in total) indicates limited anthropogenic influence. Unique species recorded in Hogsback wetlands are three species that are endemic to South Africa, namely, Alchemilla capensis, Helichrysum rosum and Lysimachia nutans. Five main floristic associations were identified from the Hierarchical Cluster Analysis whilst Detrenched .Correspondence Analysis (DCA) identified four groups. The Canonical Correspondence Analysis (CCA) indicates that edaphic factors, particularly in an area covered with water, erosion category, organic matter content and water table depth were the most important environmental variables measured accounting for the vegetation pattern present in the Hogsback wetland.

Made available in DSpace on 2014-06-11T19:31:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-08-25Bitstream added on 2014-06-13T20:22:46Z : No. of bitstreams: 1 malara_mbs_dr_rcla.pdf: 943630 bytes, checksum: 5504efefd186501531a7373a21758dbf (MD5) / Este trabalho teve como objetivo observar, compreender e caracterizar os saberes/conhecimentos que os professores formadores acreditam ser necessários para a prática pedagógica dos professores que ministram um Curso Introdutório de Estatística, visando a uma aprendizagem da disciplina direcionada para o desenvolvimento do pensamento estatístico. A investigação, que se insere no contexto de uma pesquisa qualitativa, baseou-se em dados coletados por meio de entrevistas semi-estruturadas, de contato via correio eletrônico e de consulta ao material produzido pelos entrevistados. Os critérios usados para selecionar os quatro formadores, levaram em conta as seguintes condições: graduação em Matemática ou Estatística, ser um formador de professor de Estatística para o ensino superior, ministrar ou ter ministrado um Curso Introdutório de Estatística e ter comprovado envolvimento na pesquisa científica. Analisando o discurso dos professores entrevistados, encontramos evidências de diferentes tipos de saberes: derivados da experiência como aluno; derivados das concepções sobre a função do professor universitário; das concepções sobre aprendizagem, sobre como ensinar que definem paradigmas, relacionados com o conhecimento do conteúdo específico, relacionados à mobilização para o conhecimento, referentes à postura pessoal do professor–educador, relativos aos fatores que interferem na prática docente e saberes relativos às dificuldades do aluno. / This work had as aim to observe, to understand and to characterize the knowledge that the teachers’ educators believe to be necessary to the teachers' pedagogic practice in an Introductory Course of Statistics, aiming at the learning of its contents, in the perspective of the development of the statistical thought. The investigation, that may be included in the context of a qualitative research, was based in data collected by means of semi-structured interviews, by contacts using electronic mail and by the exam of the material produced by the interviewers. The criteria used to select the four educators took into account the initial formation in Mathematics or Statistics, to be a teacher educator of Statistics for the higher education, to teach or to have taught in an Introductory Course in Statistics and to have proved involvement in scientific research. An analysis of the interviewed teachers' speech showed evidences of different kinds of knowledge: about their experience as students; derived from the conceptions about the academic teacher's function; derived from the teachers’ conceptions on learning, on how to teach that it define paradigms, related to the knowledge of the specific content, related to the mobilization for knowledge, regarding the teacher-educator's personal position; related to the factors that interfere in the teaching practice and related to the student's difficulties.

ABSTRACT THE RELATIONSHIP BETWEEN FAITH FORMATION EXPERIENCES AND SPIRITUAL MATURITY: A QUANTITATIVE STUDY William Edgar Allen, Ph.D. The Southern Baptist Theological Seminary, 2014 Chair: Dr. Brian C. Richardson The purpose of this quantitative research study was to determine the efficacy, if any, of altar calls as a form of a public evangelistic invitation. Since there is no scriptural command with regard to the practice, the literature prior to this study relied solely on opinion, conjecture, anecdotal stories, and the occasional attempt to quantify results from evangelistic crusades. The quantitative research design consisted of utilizing the consistently valid and reliable Transformational Discipleship Assessment used for measuring spiritual maturity, supplemented with additional questions to respondents pertaining to preconversion experiences and the presence or absence of an altar call response. A sample from a national panel of over six million members was randomly selected and the results of the survey were subjected to rigorous regression statistical analyses. Efforts were taken to ensure demographics of the sample were representative of adult Americans whose religious preference is Protestant. The results and conclusions of the research have moved the debate on the efficacy of altar calls to the next level. KEYWORDS: Altar Call, Evangelistic Invitation, Faith Formation, Spiritual Formation, Spiritual Maturity, Going Forward, Conversion.

Made available in DSpace on 2014-06-11T19:24:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2000Bitstream added on 2014-06-13T20:52:10Z : No. of bitstreams: 1 dragone_mlos_me_arafcl.pdf: 389368 bytes, checksum: 565e4e37b9f4898fe7f71229b844a3ff (MD5) / A voz, som responsável pela mensagem oral, no conjunto de suas qualidades, compõe o comportamento vocal e sua psicodinâmica durante a emissão da linguagem oral humana. O objetivo deste estudo foi configurar como a voz do professor é abordada em duas áreas do conhecimento - fonoaudiologia e educação - e na perspectiva dos professores, estabelecendo as interfaces e atribuindo um valor para a voz no trabalho docente. A metodologia eleita foi de estudo exploratório, com análise da bibliografia sobre voz do professor da área fonoaudiológica e das referências sobre o comportamento vocal do professor na bibliografia da educação. Complementando, foram realizadas entrevistas com cinco professores, para obter suas opiniões com relação ao valor da voz no exercício do trabalho docente. Através da análise da bibliografia específica da área fonoaudiológica obtiveram-se dados sobre a grande ocorrência de alterações funcionais ou orgânicas de voz entre os professores. Há inúmeros estudos revelando o desgaste vocal presente nesta profissão, as causas, os sintomas, os projetos de prevenção e a saúde vocal dos professores. A análise da bibliografia sobre trabalho docente permitiu encontrar a linguagem oral como elemento da interação professor- aluno e uma valorização da clareza das emissões orais dos professores. Não há referências diretas `a voz, mas ela está presente no som da linguagem oral. A voz esteve mais visível nas pesquisas voltadas para o interior da sala de aula, principalmente quando mencionavam o controle de disciplina e as variações de humor dos professores. Os depoimentos dos professores foram avaliados sob seis focos de análise: requisitos para o bom desempenho profissional,... / The voice, responsible sound for the oral message, in the group of its qualities, is part of the vocal behavior and its psycho dynamic during the human oral language production. The objective of this study was to determine how the teacher's voice is approached in two areas of knowledge - speech and language pathology and education - and under the teachers' perspective, establishing the relationships and giving a value for the voice in the educational work. The exploratory study was elected by methodology. The bibliography concerning the teacher's voice was looked up in the speech pathology area; whereas, the references about the teacher's vocal behavior in the educational work were looked up in the educational bibliography. Complementing the research, interviews were accomplished with five teachers to obtain their opinions about the value of the voice in their performance. Through the analysis of the specific bibliography of teachers' voice it was possible to obtain results about the great occurrence of functional or organic alterations of voice among the teachers. There are countless studies revealing the voice wearing down in this profession, the causes, the symptoms, the prevention projects and the teacher's vocal health. The analysis of the bibliography on educational work allowed us observe the oral language as an element of the teacher- student interaction and to value the clarity of the teachers' oral emissions. These studies do not include the voice directly, however it is present in the sound of the oral language. It has been more visible in the researches which studied the teacher in the class room, mainly when the discipline control and the variations of the teachers' humor were mentioned. The teachers' speeches were appraised under six focuses of analysis: the requirements for the teacher's good acting ...(Complete abstract, click electronic access below)

Class I protostars are thought to represent an early stage in the lifetime of protoplanetary disks, when they are still embedded in their natal envelope. Here we measure the disk masses of 10 Class I protostars in the Taurus Molecular Cloud to constrain the initial mass budget for forming planets in disks. We use radiative transfer modeling to produce synthetic protostar observations and fit the models to a multi-wavelength data set using a Markov Chain Monte Carlo fitting procedure. We fit these models simultaneously to our new Combined Array for Research in Millimeter-wave Astronomy 1.3 mm observations that are sensitive to the wide range of spatial scales that are expected from protostellar disks and envelopes so as to be able to distinguish each component, as well as broadband spectral energy distributions compiled from the literature. We find a median disk mass of 0.018 M-circle dot on average, more massive than the Taurus Class II disks, which have median disk mass of similar to 0.0025 M-circle dot. This decrease in disk mass can be explained if dust grains have grown by a factor of 75 in grain size, indicating that by the Class II stage, at a few Myr, a significant amount of dust grain processing has occurred. However, there is evidence that significant dust processing has occurred even during the Class I stage, so it is likely that the initial mass budget is higher than the value quoted here.

No description available.

The physical mechanisms that quench star formation, turning blue star-forming galaxies into red quiescent galaxies, remain unclear. In this Letter, we investigate the role of gas supply in suppressing star formation by studying the molecular gas content of post-starburst galaxies. Leveraging the wide area of the Sloan Digital Sky Survey, we identify a sample of massive intermediate-redshift galaxies that have just ended their primary epoch of star formation. We present Atacama Large Millimeter/submillimeter Array CO(2-1) observations of two of these post-starburst galaxies at z similar to 0.7 with M-* similar to 2 10(11) M-circle dot. Their molecular gas reservoirs of (6.4 +/- 0.8) x 10(9) M-circle dot and (34.0 +/- 1.6) x 10(9) M-circle dot are an order of magnitude larger than comparable-mass galaxies in the local universe. Our observations suggest that quenching does not require the total removal or depletion of molecular gas, as many quenching models suggest. However, further observations are required both to determine if these apparently quiescent objects host highly obscured star formation and to investigate the intrinsic variation in the molecular gas properties of post-starburst galaxies.