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Classroom practices of some natural sciences teachers of the Vhembe District, Limpopo ProvinceNetshivhumbe, Ndivhuwo Prudence 07 1900 (has links)
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)
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Achieving Next Generation Environmental Impact Assessment Follow-up and MonitoringAndronak, Brett 17 April 2017 (has links)
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
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[en] THE ENVIRONMENTAL EDUCATION AND THE MASTERS AND DOCTORS DEGREE: AN OBSERVATION ON THE POST-GRADUATES PRODUCTION / [pt] A EDUCAÇÃO AMBIENTAL E A PÓS-GRADUAÇÃO: UM OLHAR SOBRE A PRODUÇÃO DISCENTELUCIANA E SA ALVES 02 March 2007 (has links)
[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.
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História da Escola de Aplicação da FEUSP (1976-1986): a contribuição de José Mário Pires Azanha para a cultura escolar / History of FEUSP School of Application: The Contribution of Dr. José Mário Pires Azanha to Educational CultureGordo, Nivia 07 October 2010 (has links)
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.
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The inflected genitive and the of-construction : A comparative corpus study of written East African, Indian, American and British EnglishBoberg, Per January 2007 (has links)
<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>
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Análise crítica de documentos sobre educação ambiental do MEC e do MMA / Critical analysis of documents on environmental education from MEC and MMACruz, Marcus Vinícius dos Santos 23 August 2018 (has links)
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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.
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História da Escola de Aplicação da FEUSP (1976-1986): a contribuição de José Mário Pires Azanha para a cultura escolar / History of FEUSP School of Application: The Contribution of Dr. José Mário Pires Azanha to Educational CultureNivia Gordo 07 October 2010 (has links)
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.
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Educação ambiental e meio ambiente no contexto de Palmas Capital Ecológica / Environmental education and environment in the context of Ecological Capital PalmasAIRES, Berenice Feitosa da Costa 14 June 2010 (has links)
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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.
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Apports de l’émission acoustique couplée à la thermogravimétrie pour l’étude de la corrosion à haute température des métaux et alliages / High-Temperature corrosion studies on metallic alloys performed by using thermogravimetric analysis coupled with acoustic emission techniquesAl Haj, Omar 21 November 2014 (has links)
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.
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Hledání role Německa v krizi eurozóny / Searching for the Role of Germany in Eurozone CrisisKrsek, Tomáš January 2012 (has links)
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.
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