Variability and trends of downward surface global solar radiation over the Iberian Peninsula based on ERA-40 reanalysis

A climate study of the incidence of downward surface global solar radiation (SSRD) in the Iberian Peninsula (IP) based primarily on ERA-40 reanalysis is presented. NCEP/NCAR reanalysis and ground-based records from several Portuguese and Spanish stations have been also considered. The results showthat reanalysis can capture a similar inter-annual variability as compared to ground-based observations, especially on a monthly basis, even though annual ERA-40 (NCEP/NCAR) values tend to underestimate (overestimate) the observations with a mean relative difference of around 20Wm–2 (40Wm–2). On the other hand, ground-based measurements in Portuguese stations during the period 1964–1989 show a tendency to decrease until the mid-1970s followed by an increase up to the end of the study period, in line with the dimming/brightening phenomenon reported in the literature. Nevertheless, there are different temporal behaviours as a greater increase since the 1970s is observed in the south and less industrialized regions. Similarly, the ERA-40 reanalysis shows a noticeable decrease until the early 1970s followed by a slight increase up to the end of the 1990s, suggesting a dimming/brightening transition around the early 1970s, earlier in the south and centre and later in the north of the IP. Although there are slight differences in the magnitude of the trends as well as the turning year of the dimming/brightening periods, the decadal changes of ERA-40 fairly agree with the ground-based observations in Portugal and Spain, in contrast to most of the literature for other regions of the world, and is used in the climatology of the SSRD in the study area. NCEP/NCAR reanalysis does not capture the decadal variations of SSRD in the IP. The results show that part of the decadal variability of the global radiation in the IP is related to changes in cloud cover (represented in ERA-40).

A biblioteca escolar/centro de recursos educativos e o currículo - que (inter)ligação?: o caso de Vendas Novas

Este trabalho de investigação centra-se na importância do conhecimento da inter (ligação) entre a Biblioteca Escolar/Centro de Recursos Educativos e o currículo. A problemática da investigação é lançada pela questão que constitui o ponto de partida deste trabalho: “ De que forma é que a Biblioteca Escolar/Centro de Recursos Educativos interage com o Currículo como um recurso do processo de ensino-aprendizagem? “ Tendo como base esta problemática, o corpo da dissertação é constituída por duas panes. A primeira respeitante ao quadro teórico e a segunda referente ao estudo empírico. No quadro teórico procedemos a uma aproximação conceptual à problemática em estudo. Tecemos considerações acerca da evolução da biblioteca escolar, conhecendo igualmente os princípios e as formas de atuar do Programa Rede de Bibliotecas Escolares e a principal legislação sobre este assunto. Refletimos acerca do currículo do ensino pré-escolar e do 1° ciclo do ensino básico, níveis com os quais realizámos a componente empírica do trabalho, identificando a Biblioteca Escolar/Centro de Recursos Educativos como constituindo um recurso fundamental no processo de ensino aprendizagem, no contexto da diferenciação curricular, chamando igualmente a atenção para a importância das parcerias no âmbito da articulação entre o ambiente educacional e o território. A dimensão empírica da pesquisa envolveu a conceção e a testagem de instrumentos de recolha de dados, nomeadamente a análise documental, a observação direta em contexto de Biblioteca Escolar, a realização de entrevistas semi-directivas e a aplicação de um inquérito por questionário aos alunos do 1° ciclo do ensino básico. O conhecimento produzido permitiu-nos responder à problemática objetivada no início da investigação, evidenciando que a Biblioteca Escolar/Centro de Recursos Educativos interage com o Currículo como um recurso do processo de ensino aprendizagem, constituindo-se como um centro de motivação da comunidade educativa que potencia um conjunto de aprendizagens das quais se destacam a leitura e a escrita e as atividades de pesquisa, através da metodologia de projeto. A BE/CRE complementa e enriquece o trabalho da sala de aula, quer ao nível das áreas curriculares disciplinares, quer ao nível das áreas curriculares não disciplinares. Com base nas conclusões resultantes da investigação empírica, terminámos com a formulação de algumas sugestões e recomendações que a evolução do estudo nos foi aconselhando. /ABSTRACT - This research work focuses the importance of the school library/educational resource centre and its connection with the school curriculum. The research was focussed on the following question: “How can the school library/educational resource Centre interact with the curriculum as a teaching resource?” Based on this question, the dissertation includes two distinctive parts. The former concerns the theoretical framework and the latter the empirical study case. As far as the theoretical framework is concerned, we have studied the conceptual facts and drew some major conclusions about the evolution of the school library, taking into account the rules and proceedings of the School Library Network Programme and the legislation on the issue. We went through the curriculum of the kindergarten and the primary school on which we developed our study case. The school library/educational resource centre was, therefore, identified as a fundamental resource in the learning/teaching process for the curricula differentiation. We also emphasized the importance of partnerships to enhance the articulation between the educational environment and school territory. The empirical research included both the conception and the testing of some important data collecting techniques, namely the documentary analysis, direct observation in a School Library, half-directed interviews and a questionnaire which was answered by primary school students. The knowledge acquired allowed us to find possible answers for the question we have asked at the beginning of our research. We can conclude that the School Library/Educational Resource Centre does interact with the curriculum as motivation to improve the process of learning, such as reading and writing, of the educational community. The project work also gains a new perspective as the school library/educational resource centre enriches and complements the classroom work both on the curriculum subjects and non- subject curricular areas. Based on the conclusions we drew from our study case, we make suggestions and recommendations for further research.