Um parâmetro físico essencial na modelagem matemática de qualidade de água visando a análise do impacto causado pelo lançamento de efluentes nos corpos d\'água superficiais é o coeficiente de dispersão longitudinal (DL). Portanto, a devida quantificação desse parâmetro é de grande importância para garantir a confiabilidade dos resultados de um modelo matemático de qualidade de água. Sendo assim, o presente trabalho propôs a quantificação de tal parâmetro. Para isso foram efetuados ensaios de campo de estímulo-resposta com traçador salino (cloreto de sódio) em dois cursos d\'água de pequeno porte localizados no município de Uberaba - MG. Após a realização dos ensaios de campo foram utilizados métodos diretos para a quantificação do parâmetro a partir dos dados experimentais. Os valores de DL mais confiáveis derivaram do método da convolução (routing procedure), variando de 0,70 a 10,44 m2/s. Também foi desenvolvido um modelo matemático de previsão do coeficiente de dispersão longitudinal a partir dos resultados experimentais com base em análise dimensional e a técnica de regressão linear múltipla. O r2 da equação gerada foi de 0,87, o que sugere que esta equação é adequada para a estimativa do coeficiente de dispersão longitudinal para os cursos d\'água estudados. Foi efetuada também a validação da aplicabilidade do modelo matemático desenvolvido a outras condições de campo diferentes daquelas utilizadas em sua dedução, com base em resultados experimentais obtido por outros autores. Por fim foi obtida, para os trechos dos cursos d\'água estudados, os coeficientes de dispersão longitudinal pelas equações empíricas e semi-empíricas de previsão mais conhecidas na literatura, comparando-se o desempenho de tais equações com a equação desenvolvida no trabalho através de análise estatística. A equação produzida no presente trabalho gerou melhores estimativas do coeficiente de dispersão longitudinal para os cursos d\'água estudados do que as equações utilizadas para comparação. / An essential parameter in the mathematical modeling of water quality in order to analyze the impact caused by the release of effluents into surface water bodies is the longitudinal dispersion coefficient (DL) . Therefore, proper quantification of this parameter is of great importance to ensure the reliability of the results of a mathematical model of water quality. Thus, this paper proposed to quantify this parameter. For this, field tests were conducted with stimulus-response tracer salt (sodium chloride) in two small streams located in Uberaba - MG. After completion of the field tests, direct methods to quantify the parameter from experimental data were used. The most reliable DL values derived from the routing procedure method, with valuer between 0.70 to 10.44 m2/s. Also we developed a mathematical model to predict the longitudinal dispersion coefficient from the experimental results based on dimensional analysis and multiple linear regression technique. The equation r2 generated was 0.87, suggesting that this equation is suitable for the estimation of longitudinal dispersion in the studied streams. We also performed the validation of the applicability of the developed mathematical model to other field conditions different from those of your deduction, based on experimental results obtained by other authors. Finally we obtained in the literature for the sections of the studied streams, the longitudinal dispersion coefficients by the best known empirical and semiempirical equations, comparing the performance of such equations with the equation developed in this work through statistical analysis. The equation produced in this study gave better predictions of the longitudinal dispersion coefficient for the studied streams than the equations used for comparison.

Orientador: Carlos Eduardo Angeli Furlani / Banca: Alberto Carvalho Filho / Banca: Wilson José Oliveira de Souza / Banca: Rouverson Pereira da Silva / Banca: Afonso Lopes / Resumo: O trabalho teve como objetivo a análise operacional de uma semeadora- adubadora, avaliando-se a influência da pressão de inflação do pneu acionador da semeadora na cultura do milho (Zea mays L.), em sistema de plantio direto, em três tipos de manejo. O experimento foi implantado em área do Laboratório de Máquinas e Mecanização Agrícola do Departamento de Engenharia Rural - Unesp/Jaboticabal, em Latossolo Vermelho eutroférrico. O experimento foi composto por três sistemas de manejo da cultura do sorgo; combinados com três pressões de inflação do pneu de acionamento dos mecanismos dosadores da semeadora-adubadora em esquema fatorial 3 x 3 com 4 repetições. Os manejos utilizados foram: Controle Químico (dessecação); Controle Químico mais Controle Mecânico (Triturador de Palhas) e Controle Químico mais Controle Mecânico (Rolo Faca). Foram avaliados para caracterização da área experimental os parâmetros: porcentagem de cobertura vegetal no solo, massa seca da cobertura vegetal e resistência mecânica do solo a penetração. Para caracterização das plantas foram analisados: número de dias para emergência, população inicial e final, distribuição longitudinal, altura de inserção da espiga viável e produtividade. Para caracterização de desempenho do conjunto trator-semeadora-adubadora foram avaliados: força de tração, velocidade de real deslocamento, eficiência de deslocamento, potência, capacidade de campo operacional, tempo efetivo, consumo de energia, consumo horário, consumo operacional, consumo ponderal, consumo especifico, patinagem do trator e patinagem da semeadora. Os resultados indicam que a pressão do pneu da semeadora afetou a força de tração, potência, potência de pico, velocidade real de deslocamento, eficiência de deslocamento, capacidade de campo operacional, tempo efetivo, consumo de energia médio, consumo horário e o consumo ponderal. / Abstract: The work had for objective the operational analysis of a seeder-fertilizer, evaluating the influence of the tire inflation pressure of the trigger seed in maize (Zea mays L.) in no till system in three types of management . The experiment was located in an area of the Laboratory of Agricultural Machinery and Mechanization Department of Rural Engineering - Unesp / Jaboticabal in Oxisol. The experiment was composed of three management systems of the culture of sorghum, combined with three of the tire inflation pressures of drive mechanisms doser of seeder-fertilizer in a factorial 3 x 3 with 4 replications. The managements were: Chemical Control (desiccation); Mechanical Control Chemical Control more (Grinder of straw) and more control Chemical Control Mechanical (Roll Knife). Were evaluated for characterization of the Experimental parameters: percentage of vegetation cover in soil, dry mass of vegetation cover and soil mechanical resistance to penetration. For characterization of the plants were analyzed: number of days to emergence, initial and final population, longitudinal distribution, time of insertion of the spike viable and productivity. To characterize the performance of all tractor-seeder-fertilizer were evaluated: the force of traction, speed of displacement, the displacement efficiency, power, capacity of the operational field, effective time, energy consumption, time consumption, consumption operational, mass consumption, specific consumption, skating rink of the tractor and seeder. The results indicate that the tire pressure of the seed affect the force of traction, power, peak power, real speed of displacement, the displacement efficiency, field capacity operational, effective time, average power consumption, time consumption and the consumption weight. / Doutor

INTRODUÇÃO: Estudos sinalizam que a experiência universitária corresponde a um momento de maior vulnerabilidade para o consumo de álcool e outras drogas. Essa afirmativa decorre da maior prevalência do consumo de substâncias observada entre universitários em comparação a outras amostras populacionais, inclusive jovens não universitários. OBJETIVOS: Avaliar a associação entre o uso de álcool e outras drogas (ilícitas e medicamentos) com variáveis do contexto acadêmico e os significados atribuídos pelos estudantes sobre essa relação. METODOLOGIA: Estudo longitudinal prospectivo de tratamento quantitativo e qualitativo dos dados realizado com 85 estudantes da Faculdade de Medicina de Ribeirão Preto da Universidade de São Paulo. Foi utilizado um questionário contendo questões estruturadas para avaliar os aspectos envolvidos na experiência estudantil e os instrumentos de pesquisa AUDIT (Alcohol Use Disorders Identification Test) e DUSI (Drug Use Screening Inventory) para avaliar o uso de álcool e de outras drogas, respectivamente. Também foram realizadas entrevistas semiestruturadas com alguns participantes e subsequente análise de conteúdo. RESULTADOS: Homens aumentaram o padrão de binge drinking, indicando um risco substancial nos períodos finais do curso universitário (p<0,001; OR=10), igualmente para os estudantes satisfeitos com o curso (p=0,04; OR=17). Por sua vez, no início do curso, estudantes que se autoavaliaram com desempenho escolar sem prejuízos decorrentes do consumo de drogas, apresentaram um risco três vezes maior para binge drinking, sugerindo um sentimento de onipotência e imunidade aos efeitos do beber excessivo. Ao contrário, a mesma característica foi protetora para o consumo de drogas ilícitas e medicamentos, indicando um possível distanciamento de usuários dessa classe de substâncias. A análise qualitativa das entrevistas revelou uma interação entre um conjunto de categorias, especialmente, a dissociação entre conhecimento e práticas do beber, rotina estudantil estressante, peculiaridades do grupo de amigos, festas e o sentimento de liberdade em não residir com os pais. CONCLUSÕES: Diferentes variáveis parecem atuar em cada momento específico da formação acadêmica. Apesar de não ser possível traçar um perfil que se configure como risco ou proteção, existem aspectos pertinentes ao contexto da vida estudantil associados ao comportamento do consumo de substâncias. Associações observadas revelam a necessidade de ações de curto prazo que se orientem no conceito de redução de danos. Além disso, centros especializados de apoio ao estudante e ações que privilegiem a dimensão psicopedagógica no contexto da formação acadêmica podem ser um importante meio de auxílio imediato aos jovens estudantes. / INTRODUCTION: Several studies have indicated that college years are a period of greater vulnerability to alcohol and other psychoactive drugs use. This evidence stems from the higher prevalence of substance use observed among college students in comparison to others young adults. OBJECTIVE: To evaluate the association between alcohol and other drugs (illicit drugs) use and variables of the academic life, and the meanings attributed by students on this relationship. METHODOLOGY: Longitudinal study, quantitative and qualitative approach, design on a convenience sample of 85 undergraduate students from all courses of the School of Medicine of Ribeirão Preto of University of São Paulo. Alcohol Use Disorders Identification Test (AUDIT) and the Drug use Screening Inventory (DUSI) have been used as measures of alcohol use and others psychoactive drugs use respectively. Structured questionnaire evaluated aspects related to academic life. Semi-structured interviews are conducted with some participants and submitted to content analysis. RESULTS: Men increased binge drinking pattern, indicating a substantial risk in the final periods in college (p <0.001, OR = 10), also for the college satisfied with the course (p = 0.04, OR = 17). However, in the early periods of the course, the low self-rated poor school performance was indicative of a 3-fold increased risk for the same pattern of alcohol use, but this same feature was protective for the consumption of drugs and medicines. Analysis revealed an interaction between a set of categories, particularly dissociation between knowledge and practice of drinking, stressful routine student, peculiarities of peer group, celebrations and sense of freedom in not living with parents. CONCLUSIONS: Different variables appear to act in each specific moment of graduation. Although it is not possible to draw a profile that is set as risk or protection, there are context-relevant aspects of student life behavior associated with substance use. Associations observed reveal the need for short-term actions to be guided by the concept of harm reduction. In addition, specialized centers and student support activities that emphasize psycho-pedagogical dimension in the context of academic life may an important way of helping for college students.

Researchers have successfully labeled specific patterns of expressive language development as it appears in children developing language normally. Little research has identified particular patterns of expressive language in children who display expressive language disorders or delays. Longitudinal studies of expressively language impaired children indicate that linguistic, educational and social impairments exist long after the language impairment was first identified (Aram, Eckelman and Nation, 1984; Aram and Nation, 1980; Fundudis, Kolvin and Garside, 1979; Stark, Berstein, Condino, Bender, Tallal and Catts, 1984). If patterns of delayed or disordered language development are researched and possibly labeled in the early stages of language development, strategies for assessment and intervention can be made more efficient and the effects of early language impairment on later academic achievement may be prevented. The present study was part of the Portland Language Project, a longitudinal study of early language delay. Lee's Developmental Sentence Scoring (DSS) was used to attempt to identify syntactic patterns used by children exhibiting early language delay. The DSS is a standardized measure for analyzing children's standard English expressive language abilities in the following eight grammatical categories: 1) indefinite pronouns; 2) personal pronouns; 3) main verbs; 4) secondary verbs; 5) negatives; 6) conjunctions; 7) interrogative reversal; and 8) Wh-Questions. Using the DSS, specific syntactical areas of deficit can be identified by analysis of an audiotaped speech sample. A comparison of expressive language in the eight subcategories in the DSS was completed among three groups of preschool children; 1) children developing language normally (the NL group); 2) children who did not meet criteria for normal language development at 20 months, but later fell within the normal range of language development as measured by the DSS (Lee, 1974). This is referred to as the history of expressive language delay group (HELD); and 3) children who did not meet criteria for normal language development at 20 months and again, did not meet criteria for normal language development as measured by the DSS (Lee, 1974) at later ages. This is referred to as the expressive language delay group (ELD). The purpose of this study was to determine if significant differences exist in each of the eight subcategory group scores from the DSS between those children identified as expressively language delayed and those identified as developing language normally at ages three and four. At age three, significant differences were found among the three groups in all eight subcategory scores of the DSS. By age four, the significant differences were found between the delayed group and the normal developing group in the main verb category and the personal pronoun category only. There were no significant differences between the normal developing and the history of delay groups on any of the eight categories at age four. The delayed group exhibited marked improvement and narrowed the deficits in expressive language to a specific area of language. The present study suggested that children with early language delay appear to "catch up" with normal peers in most areas of syntactic production by age four. The DSS (Lee, 1974) provides information about specific areas of syntactic development. Due to the length and complexity of the DSS, it is not a tool that practicing clinicians often use. A study such as this may help the practicing clinician quickly screen a preschool child in a specific syntactic category, such as verb marking, in order to check for possible early language delay. In addition to providing clinical assistance, this study has opened up the door for future research in syntactic development. This study could be expanded to examine the specific verb markers that are being used by the delayed subjects. This may lead to more efficient identification and remediation of early language delays.

The contemporary research suggests that some children who present with early language delays as toddlers outgrow their delays while others continue to develop long-term language difficulties. Several studies over the years have focused on factors that might aid in predicting the outcome of late talkers. This current study emphasized exploring gender as a possible predictive factor. The purpose of this study was to determine if significant differences exist in the rate of growth in language skills, as indexed by scores on the Developmental Sentence Scoring (DSS) procedure (Lee, 1974) of boys versus girls who are late to start talking as toddlers. The research hypothesis was that boys who present as LT toddlers would score significantly higher than LT girls at each age level tested. The DSS is a norm-referenced instrument that assesses age-appropriate morphological development and syntax. The LT subjects used were part of the Portland Language Development Project, a longitudinal study. Spontaneous speech samples were collected, transcribed, and analyzed using the DSS procedure once each year from the time they were approximately 3 years of age, until the age of 7. Late talking children in this present study were grouped by gender. A Chi Square test was used to determine if the proportion of males scoring above the 10th percentile on the DSS was significantly different than the proportion of females scoring above the 10th percentile at each age. Results from this analysis indicated that at the age of 3 years, more boys than girls scored above the 10th percentile on the DSS. There were no significant differences found at the ages of 4, 5, 6, and 7. At-test was used to compare average DSS scores between the two genders for each year of the study. This test revealed a significant difference between the LT girls' and LT boys' scores at the age of 3 years. No significant differences were found for the subsequent years. However, difference between boys' and girls' scores at age 7 approached significance, with boys again scoring higher.

"December, 2003" / Bibliography: leaves 283-311. / xiv, 311 leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, School of Medicine, Dept. of Psychology, 2005

Relapse is a common occurrence in the treatment of adolescent substance abuse. It is estimated that one out of three adolescents will relapse after treatment termination. Although much attention has been given to family factors which influence an adolescent's use and abuse of drugs, this same vigorous attention has not been given to determining if family factors play a role in an adolescent resuming drug use after treatment termination. It has been theorized that the same family factors which increase the risk of an adolescent to use and abuse drugs also can help in gaining an understanding of why relapse occurs. Three prominent theories used to explain family factors associated with drug use/abuse and relapse are genetic and social learning theories, and family dysfunction. The purpose of this study was to investigate if familial factors, as proposed from the theories presented, were predictive of relapse. The sample in this study consisted of 31 adolescents who entered drug treatment between 1986 and 1988. Follow-up data of the adolescent's pattern of drug use since treatment discharge were collected through telephone interviews with the parent or guardian of the adolescent one and a half to nineteen months after treatment. The family information used in this study was collected through self-report questionnaires given to the adolescent at time of treatment. Specific family variables used in this study were: parental and sibling substance abuse history, number of parents in residence, past experience of physical and/or sexual abuse, and history of running away from home. Regression analyses were used to assess if these family variables were associated with relapse. Results of the data analyses found partial support for genetic and social learning theories of relapse, as well as relapse from a family dysfunction perspective. Findings indicated that adolescents who lived with only one parent or neither parent in comparison to those who lived with both parents, those who had experienced physical and/or sexual abuse, and those who perceived their father as not having a history of substance abuse were more at risk to relapse. Findings further indicated a cross-gender effect in that male adolescents who reported mother as having a substance abuse history were more likely to relapse. This same finding was not found for females in this study. The results indicate that given specific family dynamics, a sub-population of adolescents may be targeted on entrance to treatment to be at greater risk to relapse. / Graduation date: 1991

While much is known about the achievement of high ability students, much less research has focused on their lower ability peers. In addition, although academic self-concept, locus of control and learning approaches have been demonstrated to be important personal variables that influence learning outcomes, less effort has been made to integrate these variables simultaneously to understand the complexity of low-achievement. The present research aimed to not only identify key causes of the low-achievement of academically disadvantaged students, but also provide appropriate and productive enhancement approaches to foster low-achieving students’ school success by conducting a pioneering longitudinal experimental study particularly in mainland China. The participants were low-achieving junior secondary students who had recently enrolled in Secondary Vocational Education (SVE) in mainland China (total N = 724). It was found that compared with normal- and high-achieving students in mainstream secondary education, students in SVE were characterized with less achieving motives, less internal-oriented control beliefs and particularly lower academic self-concepts. In addition, the academic self-concept of SVE students was found to be the most significant predictor of their academic achievement (p＜ .001) compared with achieving approach (p＜ .05) and locus of control (p＞ .05). These findings, in light of the 3P learning model, revealed the likely major role of academic self-concept in affecting academic achievement among adolescent students in SVE. In particular, Study 2, a comparative study, confirmed that vocational students had the lowest English self-concept of the groups studied. Hence, the focus of Study 3 (a longitudinal intervention) was on English self-concept. By incorporating recent advances in Western feedback enhancement approaches and the construct-validity approach to fully explore the intervention effects, Study 3 demonstrated that the researcher-administered treatments (performance feedback and combined feedback) in natural classroom settings successfully enhanced participants’ English self-concept, the targeted facet. Importantly, both the competence and affect components within the English self-concept of targeted students also gained statistically significant improvements from the two feedback treatments, compared with those of students who received no particular treatment. An interesting finding was that the two feedback treatments appeared similarly significant in changing the competence component of English self-concept. However, the internally-focused performance feedback was less effective in changing the affect component of English self-concept compared with the combined feedback. Non-significant transfer effects were found on untargeted facets of academic self-concept among participants receiving only the performance feedback. A slightly significant transfer effect was found on Chinese self-concept (one control facet) among participants receiving the combined feedback, indicating the power of the combined feedback to influence a facet that is closely related to the targeted facet. The present findings provided important cross-cultural empirical evidence to support sound within-network validity of the feedback intervention in a vocational setting. Impressively, the English achievements of students in both experimental classes also gained statistically significant improvements. Based on key research designs of the present intervention, future implications of the two feedback treatments to cultivate positive academic self-beliefs and enhance learning among vocational and non-vocational secondary school students are discussed. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

The purpose of this thesis is to identify typical patterns of career destinations for young women and men in relation to their high school science preparedness. This is an empirical structural study that documents the way high school academic capital is turned (or not) into human capital for science and engineering professions. The study uses ten years of longitudinal data on educational and career paths of British Columbia high school graduates of the Class of '88. Correspondence analysis and other descriptive statistics provide a picture of students' participation in mathematics and science senior high school courses and post-secondary academic programs. School course choices, post-secondary educational attainment, specialization fields are correlated to respondents' high school science preparedness, parental education and gender. A major finding of this study is that high school science preparedness opens greater opportunity for students to attend and succeed along abroad range of post-secondary pathways. Still, thesis findings confirm the existence of a "leaking" phenomenon along the physical sciences and engineering post-secondary pipeline, especially for women as well as men with non-university educated parents. Equity in access and outcomes is discussed in relation to respondents' possession of cultural and academic capital, and in relation to gender inequality that persists within school and post-secondary institutions, the science community and society at large. Implications for further research emerge from the literature review and the interpretation of thesis findings. Longitudinal research needs to explore more directly the reasons why many young women and men who excelled in science at the high school level depart from the science pipeline sooner or later. A major conclusion is that the "critical mass" approach that directs attention toward creating a large supply pool to feed the science pipeline by encouraging more young women to enter the field of science is still a unilateral numerical strategy, and more has to be done to improve the retention and advancement of talented women interested in science. This thesis reinforces the need for an analysis of the culture of the science community and a revision of the leaking science pipeline concept that should be replaced by a more open non-linear model of science careers.

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