Abstracts in English, Sotho and Afrikaans / The purpose of this study was to explore the classroom practices of Senior Phase Natural Sciences teachers in some of the schools of the Vhembe District. Qualitative case study approach was employed and three teachers participated. The following research questions were explored: What is the level of the teacher’s subject-matter knowledge in the teaching of Natural Sciences (NS)? What is the nature of the teacher’s instructional strategies in the teaching of NS? How does the teacher’s subject-matter knowledge and instructional strategies shape the teachers’ classroom interaction and discourse in the teaching of NS? Interviews, observations and a questionnaire have been used for data collection. Teachers used their teaching experiences to teach NS. Results indicated lack of teachers, facilities and resources. It is recommended that the Department of Education as an arm of government should see that schools have the facilities, resources and teachers they need for proper teaching and learning as well as providing sufficient workshops to improve teachers’ classroom practices. / Sepheo sa thuto ena e ne e le ho hlahloba mekhoa ea litlelase tsa matichere a Phahameng ea Setsebi sa Tlhaho ea Setsebi tse ling tsa sekolo sa Vhembe. Ho ne ho sebelisoa mokhoa o nepahetseng oa ho ithuta litsebo le matichere a mararo. Lipotso tse latelang tsa lipatlisiso li ile tsa hlahlojoa: Mokhoa oa mosuoe oa mosuoe ke oa mofuta ofe thutong ea Saense ea tlhaho? Mokhoa oa mekhoa ea koetliso ea tichere ke efe tabeng ea thuto ea saense ea tlhaho? Mosuoe oa mosuoe o tseba joang le mekhoa ea ho ruta e amanang le ho sebelisana ha tichere le ho bua ka thutho ea saense ea tlhaho? Lipuisano, litlhaloso le lipotso. E sebeliselitsoe ho bokella data. Barupeluao ba ile ba sebelisa liphihlelo tsa bona tsa thutho ho ruta saense ea tlhaho. Liphello li bonst’a ho haelloa ke matichere a saense ea tlhaho, mehaho le thepa. Ho khothalletsoa hore Muso le Lefapha la Thuto lo bone hore likolo li na le mehaho, lisebelisoa le matichere bakeng sa thuto le thutho e nepahetseng hammoho le ho fana ka lithupelo tse lekaneng bakeng sa ho ntlafatsa mekhoa ea matichere ea tlelase. / Die doel van die studie was om die klaskamerpraktyke van senior Fase Natuurwetenskappe-onderwysers in sommige skole van skole in die Vhembe-distrik te ondersoek. Kwantitatiewe gevallestudie-benadering was in diens en drie onderwysers het deelgeneem. Die volgende navorsingsvrae is ondersoek: Wat is die aard van die onderwyser se onderwyser kennis in die onderrig van Natuurwetenskappe? Wat is die aard van onderwyser se onderrigstrategiee in die onderrig van Natuurwetenskappe? Hoe vorm die onderwyser se kennis en onderrigstrategiee die onderwyser se klasinteraksie en-diskoers in die onderrig van Natuurwetenskappe? Onderhoude, waarnemings en vraelys wat gebruik word vir data-insameling. Deelnemers het hul onderrigervarings gebruik om Natuurwetenskappe te onderrig. Resultate dui op gebrek aan Natuurwetenskappeonderwysers, fasiliteite en-bronne. Dit word aanbeveel dat die regering en die Departement van Onderwys moet sien dat skole fasiliteite, hulpbronne en onderwysers het vir behoorlike onderrig en leer, asook voldoende werkwinkels om onderwysers se klaskamerpraktyke te verbeter. / Science and Technology Education / M. Ed. (Natural Science Education)

Despite growing scrutiny of Environmental Impact Assessment (EIA) in Canada and worldwide, the follow-up and monitoring component remains under practiced, leaving EIA decision-makers and practitioners with little understanding of the accuracy of impact predictions made and the effectiveness of mitigation measures developed during the EIA project-planning phase. The Minister’s Expert Panel further highlighted the importance of enhancing follow-up and monitoring during the recent review of EIA processes in Canada. The research identifies six leading edge practices for next generation EIA follow-up and monitoring: public and Indigenous participation, continuous learning, clear roles and responsibilities, independent oversight, adaptive management and traditional knowledge. Approaches to implement those practices in a Canadian context are explored and supported by guidance that captures the learning potential of EIA follow-up and monitoring. The six practices are intended as a package and are presented with practical guidance for proponents, regulators, consultants and others involved in EIA. / May 2017

[pt] A produção acadêmica e científica sobre a Educação Ambiental (EA) no Brasil é grande e significativa. O objetivo deste estudo é realizar uma análise preliminar da produção acadêmica em EA, a partir de uma visão teórica crítica. A EA é qualificada, por alguns autores aqui estudados, como um campo teórico em construção, o que aponta para a importância da realização de balanços periódicos desse conhecimento que podem proporcionar o avanço para a compreensão do campo de estudo e ampliação do acesso à informação. Esta Dissertação é um estudo exploratório, com inspiração metodológica em pesquisas do tipo estado da arte que, além da revisão da literatura pertinente ao seu objeto de estudo, tomou por base três fontes de dados: o Banco de Teses da CAPES, entre 1988 e 2004, o V Congresso Ibero-Americano de Educação Ambiental, de 2006, e 12 Dissertações do Município do Rio de Janeiro, defendidas entre os anos 2000 e 2004. Cada uma destas fontes mereceu tratamento diverso. O Banco de Teses foi apenas apresentado em sua expressão numérica, agrupadas as teses sob diversas categorias: autoria, título, orientador, nível do curso, origem instituc ional, época e área do Curso de que se originou. Criou-se para os trabalhos do Congresso, um outro banco de dados com informações, além da sua origem, relacionadas às áreas de atuação da EA, e à metodologia do estudo apresentado. Finalmente, as 12 Dissertações cariocas analisadas o foram em suas relações com a produção do país, e descritas em seus elementos pré-textuais, textuais e pós-textuais. Destaque especial foi feito em relação aos seus objetivos, à metodologia usada, à bibliografia consultada, ao seu quadro teórico e aos resultados alcançados. Concluiu-se, na presente Dissertação, que, o olhar panorâmico, gerador de dois novos bancos de dados, e o olhar focalizado, que possibilitou melhor compreensão do quadro conceitual em EA de pesquisas realizadas, contribuíram para confirmar as diversas correntes de pensamento presentes no campo da EA, complementando os estudos anteriores, e trazendo novas possibilidades de reflexão. / [en] The academic and scientific production about Environmental Education (EE) in Brazil is large and significant. The aim of this study is to accomplish an introductory analyze of the academic production about EE, concerning a theoretical and critical view. The EE is qualified as a theoretical field in progress by some authors below-mentioned and this is a sign of the importance of a periodic knowledge evaluation to provide both the advance of understanding in this field of study and to amplify the access to information. This Dissertation is an exploratory study, with a methodological inspiration from researches called art state. Besides revising the pertinent literature to its object of study, it is based on three fountains: the CAPES data basis during 1988/2004, the Fifth EE Iberian- American Congress, in 2006 and twelve theses from Rio de Janeiro City, between 2000 and 2004. Each of these fountains deserved a special approach. The CAPES data bank was shown in numbers, the theses were classified according to different categories: author, title, instructor, level of the course, institutional origin, period of time and area of the course they had come from. To the Congress Works, another data bank was created informing not only their origin but the areas where the EE had acted and the employed methodology too. At last, the twelve Dissertations from Rio de Janeiro were analyzed in relation to the production all over the country. They were described including the pre- textual elements, the textual ones and the post-textual ones. A special attention was given to their objectives , the methodology they followed, the bibliography, the theoretical views and the results they reached. In this Dissertation, we came to an evidence: the panoramic observation created two new data banks and the focused observation brought a better comprehension of the EE concepts. Both of them gave a contribution to confirm the various streams of thoughts found in the field of the EE, complemented the previous studies and brought new possibilities of reflection.

Este trabalho visa descrever a história da Escola de Aplicação (EA) da Faculdade de Educação da USP no período de 1976 a 1986, durante o qual exerci as funções de coordenadora pedagógica e diretora. Nesse período, a EA contou com a participação do professor José Mário Azanha que, como Representante da FEUSP, orientou as atividades de organização e funcionamento do Ensino fundamental, com o objetivo de que a Escola de Aplicação pudesse contribuir com algumas ideias para a melhoria da escola pública do Estado de São Paulo. Neste estudo procuraremos reconstituir, numa perspectiva histórica, aspectos teóricos e práticos do trabalho realizado no referido período. / This study aims at describing the history of the Escola de Aplicação (EA), at the School of Education of the University of São Paulo (USP) during the period of 1976-1986, when I was both the pedagogical coordinator and the director. During this period, Professor José Mário Azanha, as a Representative of the School of Education of USP, headed the organization and functioning activities of the Elementary school, with the goal that the Escola de Aplicação (EA) could contribute with some ideas for improving the public school system of the State of São Paulo. This study seeks to reconstruct, through a historical perspective, both theoretical and practical aspects of the work that took place during the mentioned period.

<p>This quantitative corpus study discusses and compares the distribution of the inflected genitive (’s- or zero-genitive) with that of the of-construction in East African, Indian, American and British English using data collected from the ICE-EA, ICE-IND, Frown and FLOB corpora. This study also discusses the semantic categories of the inflected genitive in the varieties mentioned.</p><p>The first conclusion of the study is that the distribution of tokens according to semantic categories is similar in all varieties examined. Furthermore, it is concluded for the modifier classes that animateness-biased classes are more common with the inflected genitive, while inanimateness-biased classes are more common with the of-construction; this distribution is similar in all varieties.</p>

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-10-30T13:35:04Z No. of bitstreams: 2 Dissertação - Marcus Vinícius dos Santos Cruz - 2018.pdf: 1763581 bytes, checksum: c244f76d0e962d9cbfce375010fb8b6a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-10-30T13:42:21Z (GMT) No. of bitstreams: 2 Dissertação - Marcus Vinícius dos Santos Cruz - 2018.pdf: 1763581 bytes, checksum: c244f76d0e962d9cbfce375010fb8b6a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-10-30T13:42:22Z (GMT). No. of bitstreams: 2 Dissertação - Marcus Vinícius dos Santos Cruz - 2018.pdf: 1763581 bytes, checksum: c244f76d0e962d9cbfce375010fb8b6a (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-08-23 / The present work aims to analyze federal official documents that deal with Environmental Education (EE) in order to identify convergences and divergences existing in the duality of origin of these texts, since some of them are result of definitions given by the Ministry of Education (MEC) and others are created, decided and implemented by the Ministry of Environment (MMA) through the federal government. Therefore, the work is based under the emancipation potentiality inscribed in the contemporary capitalist social reality. A qualitative approach was adopted, so that the elements of the research were understood in their complexity. The methodological treatment consisted, therefore, in the following main steps: 1) search and organization of the official material according to the proposed objectives; 2) initial and exploratory reading of the material; 3) documentary analysis with elements from the perspective of content analysis, guided by the assumptions of the Critical Environmental Education. The data collected were examined in their content, and from them emerged the following categories of analysis: approach, concepts, objectives, principles and procedures for the realization of EE. We seek to establish throughout a political position on environmentalism, which is defined in a critical and emancipatory perspective, also aligned with the ideals of political ecology and environmental justice, occupied by the human individual who uses natural resources and who manages conflicts arising from this dispute in the political field. Among other findings, we identified that there are divergences between the concepts and approach in the contents of National Orientations for Highschool (OCEM) in relation to the content of ProNEA 2014 (National Program of Environmental Education), indicating that Ministry of Education and MMA adopt EE concepts considered disparate, and MMA has turned to a conservative perspective, notable in the latest version of ProNEA. We materialize the fluidity of the EE concept in the different documents, which is often used to defend a capitalist productive logic that is unsustainable in its conception. Although the official documents present difficulties of execution on the part of the Brazilian state, the existence of a wide network of public policies in EE, we believe, enables and stimulates, to the educator, the collaborators of public and private institutions, as well as the environmental groups to think about the possibility of a social process that leads us to a more just society from an environmental perspective, also reflecting the broadening of the world view of these same actors. There is a need for greater sharing of actions between the Ministry of Education and the MMA in order to establish more organic and pedagogical relations of mobilization of Environmental Education fronts at the federal level, since the lines of action between these bodies are now partially compatible as we have shown in our analysis. / O objetivo do presente trabalho é analisar documentos oficiais federais que versam sobre Educação Ambiental (EA) buscando identificar convergências e divergências existentes em decorrência da duplicidade de origem destes textos, posto que alguns são fruto de definições dadas pelo Ministério da Educação (MEC) e outros são criados, decididos e implantados através do Ministério do Meio Ambiente (MMA) por meio do governo federal. Para tanto o trabalho se pauta na potencialidade de emancipação da realidade social capitalista contemporânea. Adotou-se uma abordagem qualitativa, de maneira que os elementos da pesquisa fossem compreendidos em sua complexidade. O tratamento metodológico consistiu, portanto, nas seguintes etapas principais: 1) busca e organização do material oficial de acordo com os objetivos propostos; 2) leitura inicial e exploratória do material; 3) análise documental com elementos da perspectiva de análise de conteúdo, orientada pelos pressupostos da Educação Ambiental Crítica (EAC). Os dados coletados foram examinados em seu conteúdo, sendo que destes emergiram as seguintes categorias de análise: abordagem, conceitos, objetivos, princípios e procedimentos para a realização da EA. Buscamos estabelecer ao longo da escrita uma posição política sobre o ambientalismo, que se define em uma perspectiva crítica e emancipatória, também alinhada aos ideais da ecologia política e da justiça ambiental, ocupada do indivíduo humano que se utiliza dos recursos naturais e que administra os conflitos oriundos desta disputa no campo político. Dentre outras constatações, identificamos que há divergências entre os conceitos e abordagem nos conteúdos das Orientações Curriculares para o Ensino Médio (OCEM) em relação ao conteúdo do Programa Nacional de Educação Ambiental 2014 (ProNEA), indicando que MEC e MMA adotam conceitos de EA considerados díspares, sendo que o MMA tem se voltado para uma perspectiva conservadora, notável na última versão do ProNEA. Materializamos a fluidez do conceito de EA nos diferentes documentos, sendo este muitas vezes utilizado para defender uma lógica produtiva capitalista mercantil insustentável em sua concepção. Ainda que os documentos oficiais apresentem dificuldades de execução por parte do Estado brasileiro, a existência de uma ampla rede de políticas públicas em EA, acreditamos, possibilita e estimula, ao educador, aos colaboradores de instituições públicas e privadas, bem como aos coletivos ambientalistas pensar na possibilidade de um processo social que nos conduza a uma sociedade mais justa na perspectiva ambiental, refletindo, ainda, na ampliação da visão de mundo desses mesmos atores. Se faz necessário um maior compartilhamento de ações entre o MEC e o MMA no sentido de estabelecer relações mais orgânicas e pedagógicas de mobilização de frentes de EA em âmbito federal, posto que as linhas de ação entre estes órgãos são, hoje, parcialmente compatíveis conforme demonstramos em nossa análise.

Este trabalho visa descrever a história da Escola de Aplicação (EA) da Faculdade de Educação da USP no período de 1976 a 1986, durante o qual exerci as funções de coordenadora pedagógica e diretora. Nesse período, a EA contou com a participação do professor José Mário Azanha que, como Representante da FEUSP, orientou as atividades de organização e funcionamento do Ensino fundamental, com o objetivo de que a Escola de Aplicação pudesse contribuir com algumas ideias para a melhoria da escola pública do Estado de São Paulo. Neste estudo procuraremos reconstituir, numa perspectiva histórica, aspectos teóricos e práticos do trabalho realizado no referido período. / This study aims at describing the history of the Escola de Aplicação (EA), at the School of Education of the University of São Paulo (USP) during the period of 1976-1986, when I was both the pedagogical coordinator and the director. During this period, Professor José Mário Azanha, as a Representative of the School of Education of USP, headed the organization and functioning activities of the Elementary school, with the goal that the Escola de Aplicação (EA) could contribute with some ideas for improving the public school system of the State of São Paulo. This study seeks to reconstruct, through a historical perspective, both theoretical and practical aspects of the work that took place during the mentioned period.

Made available in DSpace on 2014-07-29T12:05:35Z (GMT). No. of bitstreams: 1 Berenice - Tese Final.pdf: 2651792 bytes, checksum: 9b40383a5ee980c2b1310df2be85479d (MD5) Previous issue date: 2010-06-14 / Analyze the representations of the Environment and Environmental Education of teachers and students of basic education Palmas (TO) was the main goal of our investigat ion. The focus of research is centered on representations because we think they reveal the world of the subject and open spaces both for reflection and for action. Through literature review and rescued some forms of environmental education has been practiced and how the environment has been conceived, trying to show how the place and everyday relationships are constructive representations and relevance to the development of formal education, especially by experiments that occurs at the local level, but are not disconnected from global experiences. Thus, the study focuses on the pedagogical practices of teachers in the EA of private education, city and state and graphical representations of students in elementary and secondary education about the environment. For the realization of this theoretical research using sources from different areas of knowledge and empirical research, using the analysis of questionnaires, documents, maps, observations, records, photographs and statistical analysis (Chi-square and Fischer's exact test). From the data collected, the practice of EA was revealed as a variety of representations of students and teachers about the environment. The results offer a view as has been the practice in environmental education in the area surveyed, mainly in relation to the activities of EA developed in basic education. From the elaborate framework of representations and pedagogical practices found and the end of the investigation, it was possible to formulate some guidelines for programs of continuing education of teachers in EA, and some principles for the construction of meaningful practice of EA considering the context of basic education Palmas (TO). It is emphasized that the importance of this research area is to contribute to the reflection on the values that can permeate the environmental education and also by providing assistance, not just getting in dealing conceptual. / Analisar as representações de Meio Ambiente e Educação Ambiental (EA) de professores e estudantes da educação básica de Palmas (TO) foi o objetivo principal de nossa investigação. O foco da pesquisa está centrado nas representações por entendermos que revelam o mundo do sujeito e abrem espaços tanto para reflexão quanto para ação. Por meio da revisão bibliográfica resgatamos algumas formas de como a educação ambiental tem sido praticada e de como o meio ambiente tem sido compreendido, procurando evidenciar como o lugar e as relações cotidianas são construtivas de representações e importantes para o desenvolvimento da educação formal, sobretudo pela realização de experiências que se dá no nível local, mas que não estão desvinculadas das experiências globais. Assim, o estudo se concentra nas práticas pedagógicas de EA dos professores das redes de ensino privada, municipal e estadual e nas representações gráficas dos estudantes do ensino fundamental e médio sobre meio ambiente. Para a concretização desta investigação utilizamos fontes teóricas de diversas áreas do conhecimento e da pesquisa empírica, recorrendo à análise dos questionários, documentos, mapas mentais, observações, registro, fotografias e análises estatísticas (Qui-quadrado e Teste exato de Fischer). A partir dos dados levantados, a prática de EA se revelou como uma variedade de representações dos estudantes e professores sobre o meio ambiente. Os resultados obtidos oferecem uma visão de como tem sido a práxis em EA na área pesquisada, principalmente em relação às atividades de EA desenvolvidas na educação básica. A partir do arcabouço elaborado das representações e práticas pedagógicas encontradas e do término da investigação, foi possível formular algumas Diretrizes para programas de formação continuada dos professores em EA, e alguns princípios para a construção de práticas significativas de EA considerando o contexto da educação básica de Palmas (TO). Ressalta-se que a importância desta pesquisa para a área está em contribuir para a reflexão sobre os valores que podem permear a educação ambiental e, também, pela contribuição que fornece, não ficando apenas no trato conceitual.

La corrosion à haute température d'alliages métalliques représente un processus d’endommagement critique dans de nombreux domaines industriels. Le suivi en service de la dégradation des équipements opérant sous une atmosphère agressive à haute température devient un objectif majeur pour les industriels. Grâce à sa sensibilité et à son caractère non destructif, l'émission acoustique constitue une méthode intéressante pour suivre l’évolution de la détérioration des matériaux soumis à des formes sévères de corrosion comme le metal dusting pour les alliages de fer ou de nickel en pétrochimie. Notre étude a montré que les transformations irréversibles des matériaux telles que la fissuration peuvent être détectées grâce aux signaux acoustiques émis pendant la corrosion. Un couplage innovant a été développé associant l'émission acoustique in situ avec la thermogravimétrie. Dans un premier temps, ce couplage nous a permis d’étudier et d’approfondir nos connaissances de la corrosion à 900 °C sous atmosphère oxydante d’un alliage de zirconium. Les phénomènes comme la diffusion de l’oxygène dans la zircone ne sont pas émissifs ; par contre les mécanismes de dégradation irréversibles, comme l'initiation et la propagation des fissures dans la couche de zircone, sont décelables dès leur apparition. Dans un second temps, lors de l’étude de la carburation du fer pur ou du fer pré-Oxydé, nous avons démontré que la corrosion par metal dusting qui comporte une étape d’insertion des atomes de carbone dans la matrice de fer est détectable grâce à l’émission acoustique. Il est donc envisageable de suivre ce type de dégradation au moyen de l’émission acoustique lorsqu’il affecte les équipements industriels. / High temperature corrosion of metallic alloys can cause damage to chemical and petrochemical industrial equipment. On line monitoring of the behaviour of components, which operate under corrosive atmosphere at high temperature, has become an important challenge. In order to quantify the level of damage of materials affected by corrosion, acoustic emission seems to be an interesting method due to its sensitivity and its non-Destructive aspect. Based on bibliographic supports, we have developed an experimental device combining thermogravimetric analysis with acoustic emission in order to simultaneously record the sample mass variations and the acoustic signals mainly due to the degradation of materials such as cracks formation during oxidation of metal at high temperature for example.First of all, we have studied Zircaloy-4 corrosion behavior at 900 °C under oxidant gas by means of this innovative equipment. We have demonstrated the feasibility of such a coupling method; mass measurements are not disrupted by acoustic emission chain connected to the thermobalance. Irreversible mechanisms, as cracks initiation and propagation, generate acoustic emission bursts. Analysis of the burst waveforms and of the oxidized sample cross sections allows us to attribute the acoustic events to corrosion or cooling processes. Secondary, metal dusting of pure iron at 650 °C under highly carburising gases (i-C4H10 + H2) was studied. Iron bulk degradation caused by graphite deposition and insertion has been detected using acoustic emission. This result lets us think that this technique can be adapted to monitoring of industrial equipment.

In my graduation theses I deal with the eurozone crisis. This crisis can be seen in relation to the causes of it, as a result of many factors of varying importance - the global financial and economic crisis, the State lavishness, the construction of EMU, etc. Eurozone crisis can however be also seen in the inability of states to agree on the future appearance of the eurozone. In the first two chapters I analyze the first mentioned approach, namely financial and debt crisis with regard to their expensiveness. In detail I attend to interconnection of banking and debt crisis and the role of the ECB. In the second part I come to the principal point of my work, another approach to the crisis, namely the attitude of Germany to address problems of EMU. Germany therefore, that as the largest economy of EMU it forms it the most, but also carries the largest share of costs. I will analyze both the priorities of Germany, and his approach to promoted measures from the fiscal compact to Eurobonds. Eventually, through an analysis of the attitudes of actors in Germany - the German Government, the political opposition, the constitutional court, the Bundesbank, the German academics, public opinion - I come to a conclusion that the position of Germany is divided, however, at least for political representation I can not yet speak of fundamental contradictions. But it seems that the German population begins to differ in this way from their political representatives. The future will show us how serious this discrepancy will be and what results will it bring.