Os ambientes costeiros podem ser caracterizados por sua grade dinâmica, onde existe o embate entre o continente e o mar. A dinâmica sedimentar da linha de costa constitui conhecimento básico em obras de engenharia e na compreensão do ambiente costeiro. Buscou-se compreender os mecanismos do funcionamento dinâmico da região em torno do Porto de Tubarão, Vitória-ES, através de análises de marés, de clima de ondas, agitação marítima, de correntes induzidas por ondas e transporte sedimentar. Os resultados permitiram algumas interpretações tanto de curtíssimo prazo como de longo prazo. As correntes de marés são particularmente importantes, sobretudo próximo as bocas dos canais de Vitória e da Passagem atingindo valores de até 0,.7m/s. As ondas atingem a área com alturas significativas variadas, dependendo do grau de exposição. Na praia de Camburi as ondas dificilmente ultrapassam 1 metro de altura significativa, enquanto na praia Mole ondas de 2.5m de altura significativa ocorrem com certa freqüência. A direção da corrente na praia Mole está diretamente relacionadas com as direções de incidência das ondas variando de NE até SW, enquanto sua intensidade está relacionada com as alturas e períodos, variando de 0 até 0.44 m/s. A praia de Camburi, por sua vez apresenta correntes rumo ENE independente da direção de propagação das ondas ao largo da Baia do Espírito Santo. As velocidades médias variam entre 0 e 0,3 m/s. O porto de tubarão serve de abrigo às ondas, influenciando na direção média do fluxo de energia nas praias adjacentes. A longo prazo a tendência da praia de Camburi é de sofrer uma rotação acentuando os processos erosivos na porção ocidental. / The coastal zones can be characterized by the huge dynamic battle, continent forces against the ocean forces. The sedimentary dynamic of the coast line is a basic knowledge necessary to carry out engineering features and to understand the natural coastal environment. This work tried to understand the mechanisms that control those dynamics in the region near to the Tubarão Harbour, Vitória- ES. The effects of the tides, wind generated wave clima, wave induced currents and sedimentary transport was analyzed in short and long terms. In short terms, tide currents are specially important near the estuaries mouth (Vitória and Passagem channels), with velocities reaching 0.7m/s. The waves reach the coast line with different significant wave heights, depending on the each site expositions to in coming waves. At Cambury beach the waves hardly gets significant wave height over 1meter, in other hand, at Mole beach, waves with 2,5m significant wave height are quite often. At Mole beach, wave induced currents directions are directly correlated with the wave direction in outside zones, oscillating between NE and SW directions. The current velocities, which depends on wave height and wave period, presents values between 0 and 0,44 m/s. At Cambury beach the currents always goes to ENE, independent of outside wave directions. The velocities varies between 0 and 0,3 m/s. The Tubarão harbour acts like a wall creating shadows for the incident waves in the beaches behind. In long terms, the Mole beach seems to be stable and Cambury Beach seems to rotate some degrees of it mean direction, with the intensifications of the erosional process in the oriental portion of the beach.

The diploma thesis deals with the educational environment relating to the development of conduct disorders in adolescent girls. These are mainly the educational environments of family and school, in respect of their importance for the socialization of the individual. The theoretical part first briefly characterizes the adolescent period in its bio-psycho- social aspects. Further it deals with the issue of conduct disorders, their classification, manifestation, but also the etiology or specifics of these problems in girls. In conclusion it offers insight into correlation between different characteristics of the educational environments and conduct disorders with a focus on the specifics in girls. The empirical part of the work aims to map the possible relationship between conduct disorders in girls and educational environment by the form of ten detailed case studies of girls aged fourteen to sixteen placed in institutional facilities. Both qualitative and quantitative methods have been used for this research. The diploma project contributes to understanding the psychological context of the problematic development of adolescent girls and brings new data into the wider monitoring project of educational environment in adolescents. In addition to the benefits of detailed case studies of girls that give...

Made available in DSpace on 2016-04-27T14:31:07Z (GMT). No. of bitstreams: 1 FERNANDO GARCIA.pdf: 352685 bytes, checksum: ba60b75e6a2d53197262ce57c47c185a (MD5) Previous issue date: 2005-10-26 / The present work concerns the recognition of how important it is to incorporate New Technologies of Communication and Information, especially the computer, in school education. Highlighting the relevance of teachers education toward that objective, the purpose of the research was to indicate possible recommendations for teachers education to get a significant use of those technologies. The aspect to be studied privileged the meanings of the use of new technologies and how the teachers have developed them. In order to recognize such meanings, seen as important references to teachers education, a research was conducted in two schools, involving two groups of teachers. That research aimed to understand how the teachers get along with new technologies, how significant it is to use the computer laboratory for the researched schools, how important the laboratory is for the students education and how education might contemplate the use of new technologies. The data were analyzed through questionnaires and interviews with the teachers, coordinators and principals of both schools. The collected data show that regarding the teachers education and the teachers individual experience, there is a construction of meanings that imply the use of the computer as something esthetic , just to complete the pedagogical process. Although the process does overcome the resistance to the use of that tool, it still does not fully exploit the possibilities of technological resources in order that they can be included in teaching situations to offer real chances of learning / Este trabalho encontra-se baseado no reconhecimento da importância de as Novas tecnologias de Comunicação e Informação, em especial o computador, serem incorporadas na educação escolar. Ressaltando a relevância da formação de professores com esta finalidade, a pesquisa teve por objetivo indicar possíveis recomendações à formação de professores para um uso significativo dessas tecnologias. O recorte escolhido para o estudo privilegiou a forma como os significados do uso das novas tecnologias vêm se constituindo junto aos professores. A fim de reconhecer tais significados, entendidos como referenciais importantes ao processo de formação de educadores, foi realizada pesquisa em duas escolas, com dois grupos de docentes. A pesquisa procurou entender a relação dos professores com as novas tecnologias, o significado do uso do Laboratório de Informática das escolas pesquisadas, a importância atribuída ao Laboratório na formação dos alunos e os reflexos da formação recebida para o emprego das novas tecnologias. A análise dos dados se deu a partir da aplicação de questionários e entrevistas a professores, coordenadores e gestores das unidades escolares. A coleta de dados mostrou que, em face dos processos de formação vividos pelos docentes e da incorporação individual de cada profissional, ocorre uma construção de significados que tendem a implicar o uso da ferramenta de modo plástico , complementar ao processo pedagógico. Embora superando os limites da resistência ao uso da ferramenta, o processo ainda não potencializa a exploração das possibilidades dos recursos tecnológicos de forma que elas se incorporem à situação de ensino como possibilitadoras reais da aprendizagem

A proposta geral deste trabalho é realizar uma leitura das articulações com a psicanálise que permeiam a conceitualização do populismo de Ernesto Laclau. Em particular, detém-se na análise das dimensões teóricas centrais da concepção da representação da teoria da hegemonia que nos permitem pensar a identidade política popular como uma configuração discursiva que supõe uma transformação subjetiva específica, na qual se passa da demanda social à construção de uma vontade coletiva. Neste sentido, iremos analisar as dimensões da nominação e do afeto da teoria da hegemonia à luz de certas conceptualizações freudianas e lacanianas, como o conceito de sobredeterminação, objeto de desejo, point de capiton ou significante amo e gozo. / This work aims to analyze how the conceptualization of populism of Ernesto Laclau is related to psychoanalysis. Particularly, we focus on the main theoretical dimensions of the conceptualization of representation in the theory of hegemony, which allows us to interpret the popular political identity as a discursive setting that assumes a particular subjective change, departing from social demand to the building of a new collective will. Thus we will tackle aspects of nomination and affect in the theory of hegemony in light of some Freudian and Lacanian conceptualizations, such as overdetermination, object of desire, anchoring point (point de capiton), master signifier and joy.

The purpose of the presentation is to summarize and describe the results from a single case design study that measures the effects of an iPad application containing a grade aligned adapted high school novel on the listening comprehension of high school students with significant disabilities. Results of the study indicated a functional relation between the use of the application and gains in vocabulary, comprehension, and engagement. This session will also highlight the use of technology to promote grade aligned standard instruction in the context of use within the inclusive classroom. . a) effectively use an iPad application featuring adapted grade level aligned fictional text to promote listening comprehension for students in the high school setting b) discuss ways to implement grade-aligned access to ELA skills for students with significant disabilities in inclusive settings

This presentation will inform participants on a study targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of an IES SBIR grant funded single subject study, participants will learn about apps to make accessing the general curriculum motivating and easy to use while promoting best practices and future directions for inclusive practices. At the end of this session participants will be able to: Identify evidence based practices built within an English/ Language Arts app to for students with significant disabilities (e.g., story based lessons, constant time delay, system of least prompts). Gain knowledge on creation and research behind the app. Identify strategies to teach grade aligned Common Core standards in English/ Language Arts, such as adapting grade appropriate texts, and embedding target vocabulary, target comprehension across Blooms Taxonomy. Gain knowledge about future directions for expansion of the app to cover more English/ Language Arts standards. Identify resources for meaningful access to the general curriculum using a variety of text depicting diverse populations for individuals with significant disabilities, including autism.

No description available.

Students with moderate/severe intellectual disabilities/autism have been underexposed to grade aligned ELA content. This session highlights research to guide participants practice in implementing meaningful grade aligned ELA content such as opinion writing, comprehension of fiction and nonfiction text, and student led research via technology for students with low incidence disabilities.

This presentation will inform participants on three studies targeting teaching Middle School ELA skills via an App to students with significant disabilities. Based on results of 3 single case studies, participants will learn about supports to make accessing the general curriculum motivating and easy to use while promoting best practices. Learner Outcomes: • This presentation will provide an interactive session on the use of the iPad app for use in grade aligned ELA instruction for students with significant disabilities from diverse backgrounds; • Participants will learn about the results will learn about the results of 3 single case studies conducted on the app (1 using nonfiction text and 2 using fictional text depicting characters from diverse backgrounds) with students with significant intellectual disabilities/autism; and • Participants will gain information about the scripted lesson that promotes best practices in teaching ELA.

No description available.