Ravines in Angola. Causes and restraint methods

The Earth we know today was not always so. Over millions of years have undergone significant ch an g e s brought about by numerous geological phenomena aimed at your balance, some internal order, creating new geological formations and other external order smoothing formations previously created. From t h e tectonic standpoint, Angola is located in a relatively stable area which gives it a certain p ri v i l e g e w h e n compared with some Asian countries or even Americans where quite often occur earthquakes and volcanic eruptions. However, the same cannot be said in relation to the occurrence of an external geodynamics phenomena, such as the ravines, which in recent years has taken shape in many provinces, especially due to anthropogenic activity, giving rise to geological hazards, increasing the risk of damage in buildings and others infrastructures, losses direct or indirect in economic activities and loss of human lives. We understand that the reducing of these risks starts, in particular, by their identification, for later take preventive measures. This work is the result of some research work carried out by the authors through erosion courses of s o i l and stabilization of soils subject to erosion phenomena, carried out by Engineering Laboratory of Angola (LEA). For the realization of this work, we resorted to cartographic data query, literature, listening to s o m e o f the provincial representatives and local residents, as well as the observation in lo co o f s o m e af f e ct ed areas. The results allow us to infer that the main provinces affected by ravine phenomenon are located in Central and Northern highlands, as well as in the eastern region, and more recently in Cuando-Cub an go province. Not ruling out, however, other regions, such as in Luanda and Cabinda [1]. Relatively the causes, we can say that the ravines in Angola are primarily due to the combination of three natural factors: climate, topography and type of soil [2]. When we add the anthropogenic activit y , namely the execution of construction works, the drainage system obstructio n, exploration of m i n e ral s, agriculture and fires, it is verified an increasing of the phenomenon, often requiring immedi at e act i o n . These interventions can be done through structural or engineering measures and by the stabilization measures on the degraded soil cover [3]. We present an example of stabilization measures throu g h t h e deployment of a local vegetation called Pennisetum purpureum. It is expected that the results may contribute to a better understanding of the causes of the ravine phenomenon in Angola and that the adopted stabilization method can be adapted in other affected provinces in order to prevent and making the contention of the ravines.

Cognitive Assessment System (CAS): Psychometric studies with Portuguese children from 7 to 15 years.

The Cognitive Assessment System (CAS) is a new measure of cognitive abilities based on the Planning, Attention, Simultaneous and Successive (PASS) Theory. This theory is derived from research in neuropsychological and cognitive Psychology with particular emphasis on the work of Luria (1973). According to Naglieri (1999) and Naglieri and Das (1997), the PASS cognitive processes are the basic building blocks of human intellectual functioning. Planning processes provide cognitive control, utilization of processes and knowledge, intentionality, and self-regulation to achieve a desired goal; Attention processes provide focused, selective cognitive activity and resistance to distraction; and, Simultaneous and Successive processes are the two forms of operating on information. The PASS theory has had a strong empirical base prior to the publication of the CAS (see Das, Naglieri & Kirby, 1994), and its research foundation remains strong (see Naglieri, 1999; Naglieri & Das, 1997). The four basic psychological processes can be used to (1) gain an understanding of how well a child thinks; (2) discover the child’s strengths and needs, which can then be used for effective differential diagnosis; (3) conduct fair assessment; and (4) select or design appropriate interventions. Compared to the traditional intelligence tests, including IQ tests, the Cognitive Assessment System (CAS) has the great advantage of relying on a modern theory of cognitive functioning, linking theory with practice.