Submitted by Kelson Anthony de Menezes (kelson@ucb.br) on 2016-12-08T18:03:12Z No. of bitstreams: 1 StefanyLangamerdePaulaDissertacao2016.pdf: 2455936 bytes, checksum: 93e02a9afc0fe9b2c9b1f1e823af5e1d (MD5) / Made available in DSpace on 2016-12-08T18:03:12Z (GMT). No. of bitstreams: 1 StefanyLangamerdePaulaDissertacao2016.pdf: 2455936 bytes, checksum: 93e02a9afc0fe9b2c9b1f1e823af5e1d (MD5) Previous issue date: 2016-02-17 / The schooling in Brazil started basically in a segregated and masculinized manner. Along with the Jesuits departure from the school control and with the formal education opening for the whole population, the access to education has been allowed to women, under the justification of the need these women being prepared to take care of their children and also the home environment. In the period of Brazilian Republic, with the women's entrance into the workforce and followed by teaching for a living, men tended to go for other professions and started the process of feminization of teaching, creating then a representation for the one who dedicated to this profession. However, statistics show that the prevailing of female teaching in high school is not so discrepant, so that, it is supposed that the social representation over the high school educator is different from the fundamental school. From this panorama, this research had as a goal investigate and analyze the teaching Genre Social Representations among male and female high school teachers, focusing the discussion about the space destination reserved initially for each genre. The research subjects were 16 teachers who teach for high school in Brazilian Distrito Federal public education system, being 8 men and 8 women. To collect the data, it was used the software IRAMUTEQ R. The analysis happened under the light of Moscovici???s Social Representations Theory and genre theories, using Laurence Bardin???s content analysis. As an outcome, it has been noticed various social representation elements composing on elementary level teachers which are still present on high school teachers, such as, patience, flexibility, and affection, however, an strongly valued aspect was the use of authority in classroom, and this has been taken as the easier tool to be used by those teachers. The teaching also has been presented as a work opportunity and along with the vulnerability perception joined with the sense of a depreciated profession. Another finding of the research was the spotting the ambiguous identity which the teaching lives, whereas sometimes is marked by work and in other professions. Yet, it???s been noticed that from the search for continuous qualification and formation, those teachers long for getting closer to the professionals category. They seek so, contribute to the reflection for new ways to teaching representation, these ways which generate less inequalities and violence expressions that has been stricken us that much. / A escolariza????o no Brasil come??ou basicamente de forma classista e masculina. Com a retirada dos jesu??tas do controle da escola e com a abertura do ensino para toda a popula????o, permitiuse ??s mulheres o acesso ao ensino, sob a justificativa da necessidade dessas terem uma melhor prepara????o para cuidar dos filhos e da esfera dom??stica. No per??odo da Rep??blica, com a entrada das mulheres no mercado de trabalho e consequentemente no exerc??cio da doc??ncia, os homens tenderam a ir para outras profiss??es e houve o processo de feminiza????o do magist??rio, criando-se assim uma representa????o para o indiv??duo que a essa profiss??o se candidatasse. No entanto, as estat??sticas mostram que a preval??ncia de professoras no ensino m??dio n??o se apresenta de forma t??o discrepante, dessa forma, sup??e-se que a representa????o social sobre o docente do ensino m??dio ?? diferente da do ensino fundamental. A partir desse panorama, essa pesquisa teve por objetivo investigar e analisar as Representa????es Sociais de g??nero da doc??ncia junto a professores e professoras do ensino m??dio, com vistas a discuss??o sobre a destina????o de espa??os reservados a priori para cada sexo. Os sujeitos da pesquisa foram 16 docentes que lecionam para o ensino m??dio da escola p??blica no Distrito Federal, sendo 8 homens e 8 mulheres. Para a obten????o dos dados, utilizou-se de entrevista semi-estruturada e os dados foram tratados por meio do software IRAMUTEQ R. A an??lise ocorreu sob a luz da Teoria das Representa????es Sociais de Moscovici e teorias de g??nero, utilizando-se da an??lise de conte??do, de Laurence Bardin. Como resultado foi verificado que v??rios elementos constituintes da representa????o social do docente de ensino fundamental ainda est??o presentes nos docentes de ensino m??dio, tais como, paci??ncia, flexibilidade e afeto, contudo, um aspecto fortemente valorizado foi a utiliza????o da autoridade em sala de aula, sendo que esse foi julgado ser mais f??cil de ser utilizado pelos professores. A doc??ncia tamb??m se apresentou como uma oportunidade de trabalho para a subsist??ncia e juntamente com a percep????o de vulnerabilidade uniu-se a no????o de profiss??o desvalorizada. Outra constata????o da pesquisa foi a evidencia????o da ambiguidade de identidade a qual a doc??ncia vivencia, onde por vezes ?? caraterizada por trabalho e em outras por profiss??o. No entanto, percebe-se que a partir da busca pela qualifica????o e forma????o continuada, os docentes anseiam por se aproximar mais da categoria de profissionais. Busca-se com isso, contribuir para a reflex??o de novas formas de representar a doc??ncia, formas que gerem menos desigualdades e express??es de viol??ncia que tanto nos tem acometido.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:23:52Z No. of bitstreams: 1 LeonardoHumbertoSoaresTese2016.pdf: 3372069 bytes, checksum: 169fca20a6185d87dade610d53ed8616 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-07T12:24:04Z (GMT) No. of bitstreams: 1 LeonardoHumbertoSoaresTese2016.pdf: 3372069 bytes, checksum: 169fca20a6185d87dade610d53ed8616 (MD5) / Made available in DSpace on 2017-04-07T12:24:04Z (GMT). No. of bitstreams: 1 LeonardoHumbertoSoaresTese2016.pdf: 3372069 bytes, checksum: 169fca20a6185d87dade610d53ed8616 (MD5) Previous issue date: 2016-04-22 / This research paper aims to identify how the new informational and communicational technologies, the large volume of information produced and the teaching practice across the "Information Society" reinforce and / or puts into question the teachers??? perception of their own authority in the classroom. The study assumed that the sense of "crisis of authority", which is verbalized repeatedly by teachers, might be directly linked to the new emerging social dynamics of technological and informational development seen in the past forty years and it has been increasingly inserted in social and educational context. In this sense, the survey revealed important aspects that might contribute to a better understanding of the educational act itself and on the phenomena that are part of the teacher???s daily routine in the classroom. Taking this scenario as a basis, the research is mainly grounded in the ideas presented by Bauman (2011), Bourdieu and Passeron (1975), Castells (1999), Hobsbawm (1995) in order to understand how contemporary is reacting to changing historical events in what has been called the information society. On this scenario, the plot of the discussion of this work and we had painted-Arendt (1964) as a guide to the concept of crisis in teaching authority and the education crisis. Durkheim (1978) and Furlani (1990) complemented the vision of Arendt???s authority (1964), with convergent and divergent points on the subject. N??voa (1995), Alarc??o (2001), Zabala (1998), Zabalza (2004) and Postic (1990) helped on the reflection about the concerns and the new roles of the teacher. Phenomenology was used as conducting scientific method to the procedures for generation and data analysis. The research is characterized as exploratory regarding the objective and field and as empirical research on the means. From the qualitative approach semi-strutucture interview and systematic observation as techniques for data generation were used, while the collective subject discourse (DSC) and interparticipant analysis were employed as instruments for its contextualization. As a result, three important phenomena have been identified and appear to be essential to this debate: a) the student has facility to interact with technology, but this feature does not extend to their use in the context of communication and entertainment; b) Students??? access to new information bases can generate a sense of loss of authority on a teacher who might not be prepared to deal with that reality; and c) that the strategies in which are based on the understanding of the other as part directly involved in the educational act seem to strengthen the teacher???s authority relations. In summary, the result points to the idea that it is not the domain of ICT by the teacher reinforcing or not your authority. / O presente trabalho de pesquisa teve como intuito identificar de que maneira as novas tecnologias informacionais e comunicacionais, o grande volume informacional produzido e a pr??tica docente frente a ???Sociedade da Informa????o??? refor??am e/ou p??em em xeque a percep????o do professor sobre a sua autoridade em sala de aula. A pesquisa partiu do princ??pio de que o sentimento de ???crise da autoridade??? que ?? verbalizado recorrentemente por parte dos docentes poderia estar diretamente vinculado ??s novas din??micas sociais emergentes do desenvolvimento tecnol??gico e informacional visto nos ??ltimos quarentas anos e que se apresenta cada vez mais inserido no contexto social e educacional. Nesse sentido, a pesquisa revelou aspectos importantes que podem contribuir para uma melhor compreens??o sobre o pr??prio ato educativo e sobre os fen??menos que fazem parte da rotina cotidiana do professor em sala de aula. Tendo esse cen??rio como base, a pesquisa se fundamentou principalmente nas reflex??es apresentadas por Bauman (2011), Bourdieu e Passeron (1975), Castells (1999) e Hobsbawm (1995) para compreender como a contemporaneidade est?? reagindo aos eventos hist??ricos de mudan??a no que vem sendo chamado de sociedade da informa????o. Sobre esse cen??rio, pintou-se o enredo da discuss??o desse trabalho e que teve Arendt (1964) como fio condutor para o conceito de crise da autoridade docente e crise da educa????o. Durkheim (1978) e Furlani (1990) complementaram a vis??o sobre autoridade de Arendt (1964), apresentando pontos convergentes e divergentes sobre o assunto. N??voa (1995), Alarc??o (2001), Zabala (1998), Zabalza (2004) e Postic (1990) auxiliaram na reflex??o sobre as inquieta????es e os novos papeis do professor. A fenomenologia foi utilizada enquanto m??todo cientifico condutor para os procedimentos de gera????o e an??lise dos dados. A pesquisa se caracterizou como explorat??ria quanto ao fim e pesquisa de campo e emp??rica quanto aos meios. A partir da abordagem qualitativa, foi utilizada a entrevista semiestrutura e a observa????o assistem??tica enquanto t??cnicas para gera????o de dados, enquanto o discurso do sujeito coletivo (DSC) e a an??lise interparticipante foram utilizados como instrumentais utilizados para a sua contextualiza????o. Como resultado, foram identificados tr??s importantes fen??menos que parecem ser essenciais para esse debate: a) que o aluno possui facilidade em interagir com a tecnologia, mas essa facilidade n??o ultrapassa o seu uso no contexto comunicacional e de entretenimento; b) que o acesso dos alunos ??s novas bases informacionais pode gerar um sentimento de perda da autoridade naquele professor que n??o est?? preparado para lidar com essa realidade; e c) que as estrat??gias que se pautam na compreens??o do outro como parte diretamente envolvida no ato educativo parecem fortalecer as rela????es de autoridade do professor. Em s??ntese, o resultado aponta a ideia de que n??o ?? o dom??nio da TIC pelo professor que refor??a ou n??o a sua autoridade.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-24T13:48:15Z No. of bitstreams: 1 UrbanoGomesdaSilvaNetoDissertacao2017.pdf: 1222664 bytes, checksum: 302ad480e80763fdff9722752b914699 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-24T13:48:27Z (GMT) No. of bitstreams: 1 UrbanoGomesdaSilvaNetoDissertacao2017.pdf: 1222664 bytes, checksum: 302ad480e80763fdff9722752b914699 (MD5) / Made available in DSpace on 2017-05-24T13:48:27Z (GMT). No. of bitstreams: 1 UrbanoGomesdaSilvaNetoDissertacao2017.pdf: 1222664 bytes, checksum: 302ad480e80763fdff9722752b914699 (MD5) Previous issue date: 2017-03-16 / This paper proposes an analysis of how information occupies central space in contemporary society and the consequences for the exercise of teaching. At first one could expect a valuation of the workers in education. However, what is perceived is an increase in pressure under these professionals affecting them in the emotional field, causing stress, depression, shame and professional exhaustion - Burnout Syndrome. The worker in the area of education is in search of the construction of identity and physical and psychic integrity. However, in many situations they are faced with suffering due to lack of communication at work, with poor social relations at work, lack of professional achievement, among other factors. Thus, the present research points to the importance of understanding the physical, psychic and social consequences generated by the information society in teachers and their educational practices. / Este trabalho prop??e uma an??lise de como a informa????o ocupa espa??o central na sociedade contempor??nea e as decorr??ncias para o exerc??cio da doc??ncia. Num primeiro momento poderia esperar uma valoriza????o dos trabalhadores em educa????o.Todavia, o que se percebe ?? um aumento da press??o sob esses profissionais afetando-os no campo emocional, causando estresse, depress??o, vergonha e esgotamento profissional ??? S??ndrome de Burnout. O trabalhador na ??rea da educa????o est?? em busca de constru????o de identidade e integridade f??sica e ps??quica. Entretanto, em muitas situa????es se deparam com o sofrimento por falta de comunica????o no trabalho, com as p??ssimas condi????es de relacionamento social no trabalho, falta de realiza????o profissional, entre outros fatores. Assim, a presente pesquisa aponta para import??ncia da compreens??o das consequ??ncias f??sicas, ps??quicas e sociais geradas pela sociedade da informa????o nos docentes e suas pr??ticas educativas.

No description available.

In boreal landscapes, large quantities of dissolved organic carbon (DOC) accumulated in soils are flushed into rivers and streams during snowmelt. These inputs supply energy to aquatic microbes, affect pH, and can promote the transportation of metals to streams and rivers. However, during the spring flood, changes in stream DOC are influenced by the structure of the catchment (e.g., forest vs. wetland cover), where different solutes are stored in soils, and snowmelt hydrology. While these mechanisms have been studied extensively in ‘pristine’ boreal landscapes, the influence of agricultural and urban land use on DOC flushing during snowmelt is poorly understood in this region. To understand these influences, I measured DOC, along with pH, conductivity, and discharge, during snowmelt at three boreal streams draining agricultural and urban lands.  I analyzed chemical patterns using discharge-concentration curves that reveal whether solutes are stable (chemostatic) or change (chemodynamic) during floods. Similar to observations made in forested catchments elsewhere, DOC was chemodynamic at all sites, increasing with discharge; however, two sites did show dilution at the very highest flows. pH declined with discharge at one site, but did not change at the other two. Electrical conductivity declined (was diluted) with increasing discharge for all sites, coinciding with previous studies. These results indicate that the majority of these chemical patterns in boreal streams influenced by agriculture and urban land use are chemodynamic, either increasing or decreasing in concentration with discharge during snowmelt. However more studies are needed to further clarify if patterns human-modified catchments are consistent with models based on boreal forested catchments.

<p>Picophytoplankton were inferior competitors for inorganic phosphorus compared to heterotrophic bacteria. This may be due to the source of energy available for the heterotrophs, while cell-size was of minor importance. However, picophytoplankton were superior to large phytoplankton in the competition for nutrients at low concentrations. </p><p>Biomass of picophytoplankton was low in brownwater lakes and high in clearwater lakes, compared to the biomass of heterotrophic bacteria. The results suggest that picophytoplankton are inferior to heterotrophic bacteria in the competition for inorganic nutrients in brownwater lakes, where the production of heterotrophic bacteria is subsidized by humic dissolved organic carbon (DOC) </p><p>Relative to large phytoplankton, picophytoplankton were most important in lakes with intermediate water colour, despite the fact that the lowest nutrient concentrations were found in the clearwater lakes. Large phytoplankton in the clearwater lakes may be able to overcome nutrient competition with picophytoplankton by vertical migration.</p><p>In conclusion, changes in nutrient content, light availability and concentrations of DOC affect the interactions of heterotrophic bacteria, picophytoplankton and large phytoplankton and are therefore important factors for the structure of the food web in the pelagic zones of lakes.</p><p>Picophytoplankton (planktonic algae and cyanobacteria, < 2 µm) constitute an important component of pelagic food webs. They are linked to larger phytoplankton and heterotrophic bacteria through complex interactions including competition, commensalism and predation. In this thesis, field and laboratory studies on the competitive ability of picophytoplankton are reported.</p>

Picophytoplankton were inferior competitors for inorganic phosphorus compared to heterotrophic bacteria. This may be due to the source of energy available for the heterotrophs, while cell-size was of minor importance. However, picophytoplankton were superior to large phytoplankton in the competition for nutrients at low concentrations. Biomass of picophytoplankton was low in brownwater lakes and high in clearwater lakes, compared to the biomass of heterotrophic bacteria. The results suggest that picophytoplankton are inferior to heterotrophic bacteria in the competition for inorganic nutrients in brownwater lakes, where the production of heterotrophic bacteria is subsidized by humic dissolved organic carbon (DOC) Relative to large phytoplankton, picophytoplankton were most important in lakes with intermediate water colour, despite the fact that the lowest nutrient concentrations were found in the clearwater lakes. Large phytoplankton in the clearwater lakes may be able to overcome nutrient competition with picophytoplankton by vertical migration. In conclusion, changes in nutrient content, light availability and concentrations of DOC affect the interactions of heterotrophic bacteria, picophytoplankton and large phytoplankton and are therefore important factors for the structure of the food web in the pelagic zones of lakes. Picophytoplankton (planktonic algae and cyanobacteria, &lt; 2 µm) constitute an important component of pelagic food webs. They are linked to larger phytoplankton and heterotrophic bacteria through complex interactions including competition, commensalism and predation. In this thesis, field and laboratory studies on the competitive ability of picophytoplankton are reported.

Zugl.: Hamburg, Techn. Univ., Diss., 2009

Dissolved organic carbon (DOM) is one of the largest cycled organic carbon pools on Earth and an important biogeochemical factor in aquatic systems. DOM can act as an energy source for microorganisms, alter the depth of the photic zone for photosynthesis, absorb harmful ultraviolet radiation, as well as alter the transport and toxicity of contaminants. The purpose of this research project was to characterize DOM in the Grand River watershed in Ontario, Canada using a wide range of qualitative and quantitative techniques and determine the impact of anthropogenic activities as well as seasonal and longitudinal changes on DOM processes. To reach the study objectives, historical data was analyzed to determine the seasonal cycle in the Grand River watershed. Intensive longitudinal sampling surveys were undertaken to evaluate the DOM characteristics and processes in the Grand River. Surveys of the less impacted Burnt River watershed were used as a comparison watershed to the Grand River to evaluate allochthonous and autochthonous indicators of DOM source and human impacts on DOM processes. Drinking water surveillance data was used to evaluate the effect of DOM in the Grand River on formation of disinfection by-products (DBPs). Different trends were seen in the Grand River in terms of longitudinal area and season. The headwaters of the river showed more autochthonous DOM in the spring and winter compared to the fall and summer. The lower-central river peaked in autochthonous DOM in the summer and was more allochthonous in the winter. DOM generally became more autochthonous downstream in the Grand River and was most autochthonous below the large sewage treatment plants (STPs) in the central portion. Protein content, measured as protein-like fluorescence normalized to DOC concentration, was strongly related to ??15N of DON; both are associated with autochthonous DOM in the Grand River and show the effects of the major STPs. The increase in autochthonous DOM below the STPs is likely associated with nutrient enrichment stimulating primary production and macrophyte growth. Based on the comparison of the Burnt River with the more impacted Grand River, the effect of lakes and photodegradation can make discrimination of autochthonous and allochthonous DOM more difficult. The ratio of DOC/DON and protein-like fluorescence proved to be robust indicators despite photodegradation. Human impacts on the Grand River watershed result in a greater seasonal cycle, high primary production in the summer and a downstream trend of increasing autochthonous DOM compared to the Burnt River. Based on drinking water surveillance data and literature review, autochthonous DOM caused greater DBPs in the drinking waters fed by the Grand River. This is currently a threat to human health and DBPs in sewage treatment plant effluent may be a threat to ecosystem health.

This study looks at characterizing the terrigenous OC sources, like permafrost, of POC and DOC through 17 rivers and six soils of the Hudson Bay (HB) using lignin biomarkers, and Δ14C. Our findings show the dominance of the OC flux (89%) from the southwest Hudson Bay Rivers, especially from DOC (93%), shedding light on the sources and fate of OC in HB sediments. With warming, organic cryosols, with high OC content in the Cz horizon, have the potential to release as much as 1.5 gOC/m2 for every cm increase in active layer depth. The [Ad/Al] ratios, when combined with 14C ages of DOM, show that older SOC is being released in some rivers and is fresher than expected due to its preservation within permafrost. S/V and C/V ratios, are well correlated to latitude in DOM, reflecting the vegetation in their drainage basins and can be used to indicate OC sources.