The coastal landscape currently known as British Columbia, Canada represents a complex and rapidly evolving site of collaboration, negotiation, and conflict in environmental management, with important implications for Indigenous community well-being. I ground this work in the understanding that settler-colonialism and its remedies, resurgence and self-determination, are the fundamental determinants of Indigenous health and related inequities. Through a case study of eulachon (Thaleichthys pacificus) in Nuxalk territory, I take interest in systemic mechanisms of dispossession and resurgent practices of (re)connection and knowledge renewal as mediators of the relationship between environmental management and Indigenous health and well-being. This work is based in four years of observation, participation, and leadership in the Nuxalk Sputc (Eulachon) Project, a community-directed process that aimed to document and articulate Nuxalk knowledges about eulachon. Functionally extirpated from the region since 1999, these valued fish provide an example of contested management jurisdiction and resurgent Indigenous environmental practice. As a resurgent research and management process, the Sputc Project re-centered Nuxalk knowledges, voices, priorities, and leadership while advocating Indigenous leadership in environmental management. This case study was conducted within the context of the Sputc Project, aiming to share substantive and methodological learnings gleaned from the project, which served as an ideal focal point for the interrogation of relationships between Indigenous well-being, research methodologies, engagement and representation of Indigenous knowledges, and environmental management. Applying a critical, decolonising, community-engaged approach, this work comprises four papers, each drawing on a particular thread of the knowledge generated through this work. In Paper 1, I seek to establish the connection of eulachon and their management to Nuxalk health and well-being. Detailing three stages of this relationship (abundance, collapse, and renewal), I show how the effects of environmental management, and resulting dispossession or reconnection, are mediated by cultural knowledges, practices, responsibilities, and relationships. Turning to research methodology in Paper 2, I examine how Nuxalk people and knowledges guided the Sputc Project process, interrogating the role of critical, decolonising, and Indigenous theories in the elaboration of Indigenous research methods in environmental management and beyond. In Paper 3, I consider how the Sputc Project respectfully articulated and represented Nuxalk knowledges in order to retain relational accountability and strengthen Nuxalk management authority, while promoting values, practices, and relationships essential to Nuxalk well-being. In Paper 4, I demonstrate how the Sputc Project strengthened Nuxalk management authority from the ground up, detailing the practical management priorities that arose through the project process, including those related to interjurisdictional engagement of Indigenous leadership. I end with a reflection on this work’s implications for decolonising health equity and environmental impact assessment frameworks. Highlighting how Indigenous health and well-being is supported by ancestral knowledges and reconnecting relationships, including those involving people, places, and practices related to environmental management, I emphasize the importance of Indigenous leadership (vs. knowledge integration) in environmental management research and practice. A final section seeks to inform decolonising community-engaged research, sharing limitations and learnings related to appropriate engagement, articulation, and representation of Indigenous knowledges. / Graduate

O conhecimento dos equipamentos e metodologias para o controle e redução de perdas reais em sistemas de abastecimento de água tem assumido um papel importante no setor de saneamento, diante da necessidade de sustentabilidade e conservação ambiental. Este trabalho apresenta os principais equipamentos utilizados em detecção acústica de vazamentos não visíveis, dentro de suas variáveis, vantagens e desvantagens para cada tipo e possibilidade de aplicação e permite aos gestores a escolha dos equipamentos em função de suas necessidades e possibilidades. Apresenta os princípios físicos que norteiam o funcionamento dos equipamentos, nos estudos do comportamento do som nos vários ambientes envolvidos, bem como na capacidade humana em discernir esses sons. A metodologia para essa atividade é fortemente influenciada por esses fatores e seu conhecimento é fundamental para o sucesso dos trabalhos de detecção de vazamentos por detecção acústica. Equipamentos e metodologias de detecção de vazamentos não acústicos têm sido cada vez mais utilizados e são apresentadas as suas principais características e aplicabilidades. O estudo da VRP e do booster, bem como os procedimentos e padrões para os ramais prediais de ligação de água, podem ser utilizados para o efetivo controle e redução de perdas reais em sistemas de abastecimento de água. / The knowledge and methodologies of the equipments for the control and reduction of real losses in the water supply systems have assumed an important role in the sanitation sector, face to the necessity of sustainability and environmental preservation. This study presents the main equipments used in the acoustic leakage detection, exploring its variables, advantages and disadvantages for each type and application possibilities, giving to the managers the choice of the equipments considering their necessities and possibilities. It presents the physical principles that direct the equipments working in the studies of sound behavior in the different environments involved, such as the human capacity to identifying these sounds. The methodology for this activity is strongly influenced by these factors and its knowledge is fundamental for the success of the leakage detection works by acoustic detection. Equipments and methodologies of non-acoustic leakage detection have been more and more used and its main characteristics and uses are presented in this study. The RPV and boosters study, such as the procedures and standards to buildings extensions of the water connection, can be used for the effective control and reduction of the real looses in the water supply systems.

Procurando obter ganhos sustentáveis de produtividade e qualidade no desenvolvimento de software, diversos modelos, formas de organização do trabalho e abordagens inovadoras foram desenvolvidos para auxiliar os gerentes de projeto. O presente trabalho propõe um modelo de gerenciamento de projetos, baseado nas metodologias ágeis de desenvolvimento de software (Extreme Programming e o Scrum), e nos princípios e valores do pensamento enxuto, originado na manufatura automobilística japonesa. Após a proposição do modelo, ele é aplicado em um estudo de caso, avaliando os resultados obtidos na combinação entre as metodologias ágeis e nos princípios e valores da produção enxuta. Em seguida, este modelo é analisado qualitativamente com o intuito de determinar suas vantagens de utilização e seu escopo de aplicação. Para tanto, recorreu-se a uma avaliação do modelo proposto e o tradicional modelo cascata, ainda amplamente adotado no setor de software, e mapeando como este modelo contorna os problemas apontados na literatura, advindos da utilização do modelo cascata. / Looking for sustainable gains in productivity and quality in the development of software, several models, forms of work organization and innovative approaches were developed to support software development managers. The present work proposes a model of project management, based on agile software development methodologies (Extreme Programming and Scrum) and on lean principles and values borrowed from the Japanese automobile manufacturing. After describing the proposed model, it is applied in a case study, describing the results of combining the agile software development methodologies with the lean production principles and values. After this, the model is qualitatively analyzed to determine its advantages and its scope of application. For this, the proposed model is evaluated with the traditional waterfall model - until now widely adopted in the software industry - and mapping how it addresses problems, cited in the literature, derived from the use of the waterfall model.

Em oito anos de experiência ministrando aulas para o Ensino Médio, foi possível perceber as constantes deficiências com relação aos conceitos de biologia, principalmente no que diz respeito à estrutura do DNA e como a síntese de proteínas é realizada. Há uma grande dificuldade dos alunos compreenderem tais conceitos, e isso se dá muito provavelmente por se tratar de um assunto de grande abstração e que requer certa dose de imaginação e criatividade, visto que essas estruturas só são visualizadas por meio de imagens em livros, dificultando assim a assimilação e o entendimento do assunto. O objetivo deste trabalho foi investigar se a utilização de metodologias diversificadas (seminários, elaboração de jogos e produção de vídeos) contribui para o processo de ensino aprendizagem, promovendo um aprendizado significativo e efetivo sobre os conceitos de citologia, DNA e síntese de proteínas. A pesquisa foi realizada com dois grupos de 25 alunos da 2ª série do Ensino Médio, sendo aplicada a diversidade metodológica na turma 1 e metodologia tradicional na turma 2 (controle). Foram aplicados questionários antes e após a utilização das estratégias metodológicas descritas acima. Os dados coletados demonstram que a utilização de metodologias diversificadas contribui para o processo de aprendizagem dos alunos. / In eight years of experience teaching classes to high school, it was revealed the continued shortfalls in relation to biology concepts, especially with regard to the structure of DNA and how protein synthesis is performed. There is great difficulty students understand these concepts, and it occurs most likely because it is a matter of great abstraction, and that requires a certain amount of imagination and creativity, as these structures are only displayed through pictures in books, making it difficult so assimilation and understanding of the subject The objective of this study was to investigate whether the use of different methodologies (seminars, preparation games and video production) contributes to the process of teaching and learning, promoting a meaningful and effective learning about the concepts of cytology, DNA and protein synthesis. The survey was conducted with two groups of 25 students of the 2nd year of high school, being applied to methodological diversity in the class 1 and class 2 in the traditional method (control). Questionnaires were administered before and after the use of methodological strategies described above. The collected data show that the use of diferente methodologies contributes to the learning process of student.

Made available in DSpace on 2017-07-10T17:31:11Z (GMT). No. of bitstreams: 1 Parte I.pdf: 362728 bytes, checksum: e0afed12fd2c74729f6b39c28c56c290 (MD5) Previous issue date: 2011-04-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This text is the result of a research conducted on the theme Environmental Education in the formal context. We discuss in it concepts of nature, environment and education, discoursing on some categories, through the historical-critical approach. We articulate a dialogue between official documents and the research subjects, considering the language used by teachers, coordinators and students, in their representations of Environmental Education, which are linked to their daily practices. Before all the legal safeguards (legislation, documents) that guide and ensure the development of environmental education in educational institutions, we studied the environmental education, specifically in elementary school (8th grade) in the Southwest region of Paraná, in the headquarter municipalities of the Regional Boards of Education: Francisco Beltrão, Dois Vizinhos and Pato Branco, in 2010, analyzing the objectives of formal Environmental Education, through the speech of the subjects that make up the school. We began this dissertation with a historic walk through the Renaissance - Centuries: fourteenth and fifteenth, placed in Europe - until the rise of modern science, understanding how nature was conceived and represented in this period. The art and writings of this time influenced the scientific observation and experimentation, and, directly, the representation of nature. In the field of education, echoed the Cartesian model of science, expressed directly in the pedagogical thinking of Comenius. This historical and epistemological recovery aims to understand the historical remnants of that period - including the fragmentation of science - and its close ties with the issues that permeate the formal Environmental Education. We chart the paths of Environmental Education, since its establishment until today, showing the important chronological milestones for affirmation of this educational field. We focus on the environmental movement, as well as the categories in which it settle its thoughts and criticisms. Introducing the meanings attributed by the research subjects for Environmental Education, from their enunciations, especially guided in discourse theory, proposed by Mikhail Bakhtin. We followed a dialogue between the official documents, presenting aspects related to National Curriculum Parameters, their creation, use and the constituted proposal from the Transversality. We stress the Basic Education Curriculum Guidelines of the State of Paraná, with emphasis on the Diversity Themed Books, and its notes for Environmental Education. We treat aspects of content and methodologies for Environmental Education, the prospects for learning in this field, based on theoretical concepts of Lev Semenovitch Vygotsky. We show how Environmental Education is valued by teachers, coordinators and students, pointing the wholesome aspects, diagnosing and highlighting the limits and possibilities of its implementation at the schools of the studied region. Among the main limits of Environmental Education, is its presentation and inclusion in the curriculum, who should work, how and when to work, also is the doubt whether or not environmental education shall be a discipline of the school curriculum. The research showed that the Environmental Education, held at the school, has not socio-cultural articulation, it has not been a vector of social change, it has contributed little to this, the way it presents itself and it happens at school / Este texto é resultado de uma pesquisa realizada sobre a temática Educação Ambiental no âmbito formal. Discutimos nele conceitos de natureza, meio ambiente e de educação, discorrendo sobre algumas categorias, por meio da abordagem histórico-crítica. Articulamos um diálogo entre os documentos oficiais e os sujeitos da pesquisa, considerando a linguagem utilizada pelos professores, coordenadores e alunos, nas suas representações sobre Educação Ambiental, que estão vinculadas às suas práticas cotidianas. Diante de todas as garantias legais (leis, documentos) que norteiam e asseguram o desenvolvimento da Educação Ambiental nas instituições de ensino, estudamos a Educação Ambiental, especificamente no Ensino Fundamental (8ª série) na região Sudoeste do Paraná, nos municípios sedes dos Núcleos Regionais de Educação: Francisco Beltrão, Dois Vizinhos e Pato Branco, no ano de 2010, analisando os objetivos da Educação Ambiental formal, através do discurso dos sujeitos que compõem a instituição escolar. Iniciamos a dissertação com uma caminhada histórica pelo Renascimento Séculos: XIV e XV, ocorrido na Europa até o surgimento da Ciência Moderna, compreendendo como a natureza foi pensada e representada nesse período. A arte e os escritos da época influenciaram na observação e experimentação científica, e diretamente nas representações da natureza. No campo da educação, repercutiu o modelo científico cartesiano, expresso diretamente no pensamento pedagógico de Comenius. Essa retomada histórica e epistemológica busca compreender os resquícios desse período histórico entre eles a fragmentação das ciências e os seus estreitos vínculos com as questões que perpassam a Educação Ambiental formal. Cartografamos os percursos da Educação Ambiental, desde sua constituição até os dias atuais, apresentando marcos cronológicos importantes para afirmação desse campo educativo. Enfocamos o movimento ambientalista, bem como as categorias nas quais se assentam suas reflexões e críticas. Apresentamos os sentidos atribuídos pelos sujeitos da pesquisa para a Educação Ambiental, a partir de seus enunciados, pautados especialmente na teoria do discurso, proposta por Mikhail Bakhtin. Traçamos um diálogo entre os documentos oficiais, apresentando aspectos relativos aos Parâmetros Curriculares Nacionais, sua criação, utilização e a proposta constituída a partir da Transversalidade. Destacamos as Diretrizes Curriculares de Educação Básica do Estado do Paraná, com ênfase para os Cadernos Temáticos da Diversidade, e seus apontamentos para a Educação Ambiental. Tratamos aspectos dos conteúdos e metodologias referentes à Educação Ambiental, as perspectivas de aprendizado neste campo, com base nas concepções teóricas de Lev Semenovitch Vygotsky. Mostramos como a Educação Ambiental é avaliada, pelos professores, coordenadores e alunos, apontando aspectos salutares, diagnosticando e destacando os limites e as possibilidades da realização desta nas escolas da região estudada. Entre os principais limites da Educação Ambiental, está a sua forma de apresentação e inserção no currículo, quem deve trabalhar, como trabalhar e quando, também encontra-se a dúvida se a Educação Ambiental deve ou não ser uma disciplina do currículo escolar. A pesquisa mostrou que a Educação Ambiental, realizada na escola, não tem uma articulação sociocultural, ela não tem sido um vetor das mudanças sociais, ela pouco tem contribuído para isso, na forma como se apresenta e acontece na escola

Organizações desenvolvedoras de software enfrentam hoje em dia o desafio de atuar concomitantemente em projetos que exigem tanto a prática de Metodologias Tradicionais quanto a de Metodologias Ágeis, metodologias de desenvolvimento de software com características opostas e conflitantes. Para atender a essa demanda as empresas têm adotado a Ambidestria Organizacional no desenvolvimento de softwares, criando estruturas organizacionais, processos e equipes capacitadas para atuar com ambas as metodologias de forma simultânea. Vários modelos podem ser adotados para a criação da Ambidestria Organizacional, mas pouco se sabe sobre como cada um deles surge e se desenvolve nas empresas. Nesta pesquisa objetivou-se conhecer um dos aspectos que podem influenciar a seleção do modelo de Ambidestria: as barreiras que uma organização pode enfrentar ao introduzir uma Metodologia Ágil em ambiente que já pratica alguma modalidade de Metodologia Tradicional. Através de dados secundários e do método de Estudo de Casos foi possível evidenciar a influência de algumas dessas barreiras no tipo de ambidestria escolhido pelas empresas, concluindo ainda que os impactos das barreiras de introdução de uma metodologia ágil podem ser muito diferentes quando comparamos sua ocorrência entre empresas desenvolvedoras de software para uso próprio e empresas desenvolvedoras de software sob encomenda, influenciando-as de modo diferente na escolha do modelo para a criação da Ambidestria Organizacional. Os resultados obtidos e as conclusões presentes neste estudo estabelecem, portanto, importante contribuição para pesquisas futuras, evidenciando que estudos sobre a Ambidestria Organizacional no campo do desenvolvimento de software devem ser realizados levando-se em consideração os diferentes perfis de empresa e as relações dessas empresas com seus clientes de projeto. / Software development organizations face nowadays challenges in conducting simultaneous projects, applying at the same time both Traditional and Agile Methodologies, software development processes with opposite and conflicting characteristics. In order respond to this challenges this companies adopt Organizational Ambidexterity in software development, creating organizational structures, processes and teams able to deal with both practices simultaneously. Different models exist for creating Organizational Ambidexterity, but there is a lack of knowledge about how each of these models emerge and grow at the companies. In this research we focused in understanding just one of the topics that influences the selection of the ambidexterity model: the barriers companies faces adopting Agile Methodologies on an environment where Traditional Methodologies are in use. Through secondary data analysis and Case Study methodology it was possible to reveal evidences of the influences that some of these barriers puts over the ambidexterity model selection, also concluding that barriers in agile methodologies introduction may be different when comparing their effects over on-demand software development companies and companies which develop software for their own use, influencing both their choices of ambidexterity model in different ways. The results and conclusions we present in this work, bring important contributions for future research, showing that future Organizational Ambidexterity in software development needs to attempt to different companies profile and their relationship with the projects customer.

The purpose of this study was to determine if an association exists between reading methodologies and reading achievement as measured by the Tennessee Comprehensive Assessment Program (TCAP) for sixth-grade students. The four reading methodology groups were: developmental reading, literature-based reading, Accelerated Reader program, and Accelerated Reader program with vocabulary study. The sample included 236 students in one middle school located in Northeast Tennessee during the 2004-2005 school year. Comparisons were made using TCAP criterion-referenced test reading/language arts scores, TCAP proficiency levels for content, meaning, and vocabulary categories for 2005, and pretest and posttest scores on the student assessment of reading. Data were analyzed using the Statistical Package for the Social Sciences (SPSS). The findings indicated significant differences in the reading methodology groups. The developmental group performed much lower than the other three groups. The literature-based group performed much higher than the other groups. Even when the analysis of the gain scores showed no statistical difference among groups, the literature-based group had the largest gain. The students in this study exceeded the state's annual goal of scoring 80% proficient or higher. The literature-based group and both Accelerated Reader groups exceeded the goal by achieving 90% on proficiency levels, whereas the developmental group failed to meet the state's goal in content and meaning but met the goal for vocabulary. Overall, the Accelerated Reader and Accelerated Reader with vocabulary groups were similar across all dependent variables.

This text takes a new approach to autoethnography by using personal narratives to analyze our work across multiple disciplines and subdisciplines. These stories feature authors working at the intersections of autoethnography and critical theory within a given organizational context. Organizations are not simply entities, but systems of meaning. As such they are sites of cultural practices and performances, and of domination, resistance and struggle. Working at the intersection of organizational studies and autoethnography, this book explores the ability of autoethnographic and personal narrative approaches to generate important, innovative, and empowering understandings of difference, discourses, and identities, while attending to the various powerful dynamics that are at play in organizations. These are stories of work, at work, and help to finally bring theory and direct exemplars together. / https://dc.etsu.edu/etsu_books/1130/thumbnail.jpg

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