Estudos dos aspectos qualitativos e quantitativos da água e do sedimento no baixo curso do Rio Pitimbu (RN)

Urban growth of metropolitan areas has produced impacts of considerable importance on environment and water resources. Such impacts are in general associated with human activities, such as basin area uncontrolled development. In this context, Pitimbu river watershed, located at Natal metropolitan area, has been affected by uncontrolled development caused by urban expansion. Indeed, such effects have been reflected on water quantity and quality, which may produce social consequences. Pitimbu river is an important water supplier for human consumption, actually supplying a 2600 m3/h water discharge. This study aims to analyze the qualitative and quantitative aspects of water and sediment on Pitimbu river lowland portion. For this purpose, physical-chemical water properties were analyzed, and sediment macro invertebrates benthonic were monitored in two cross sections in a period between November 8th, 2007 and October 3rd, 2008. Monitoring methodology consisted of water and sediment sampling for laboratory analysis. Water quality analysis included Dissolved Oxygen, Oxygen Biochemical Demand, Nitrate, pH and Alkalinity, Suspended and Total Solids. The analysis of heavy metals in the sediment included Cadmium, Cobalt, Copper, Chrome, Silver and Nickel. Dry season water discharge data were measured and used to adjust recession function parameters, whose values reveal quick recession and strong river-aquifer unconfined interaction. Water quality analysis revealed the absence of degradation by organic composites. However, DO and BOD levels indicate that more consistent results could be provided if sampling time interval were reduced. Biomonitoring showed signs of aquatic ecosystem degradation by the absence of sensitive and abundance of resistant benthic organisms. Obtained results demonstrate the urgent need of effective management measures to provide environmental protection. The increase of environmental degradation will certainly make impracticable the use of water for human consumption

Avaliação das barragens subterrâneas no regime de um curso d água na região do semi-árido do RN

The Serido is a region of northeastern Brazil highlighted by its problems related to water scarcity because of its semi-arid region, large rates of evaporation and rainfall irregular and scarce. Thus, the underground dams, become a strategically important resource with a simple and inexpensive technique for storage of water. They act in a positive way in the development of inland cities that suffer from drought, because in addition to exercise a great improvement in the social role of these families, can enjoy the type of soil (silt) and provides water for both irrigation and for human consumption throughout the year. Is therefore essential to its monitoring and studies to assess its effectiveness in accordance with its purposes, along with their wells Amazons, as can occur in conditions of physical degradation, chemical and microbiological appropriate, according to the Ordinance No 518/04 Ministry of Health, however, the proposed work aims to analyze the underground dams in the municipality of Sierra Negra North-RN (semi-arid region) as to their uses and their influences on the quality and quantity of water in periods of drought and rain. Analyzing monthly these parameters: determination of pH, conductivity, calcium, magnesium, sodium, potassium, chloride, sulfate, RAS (sodium adsorption ratio), turbidity, total iron, nitrite, nitrate, total dissolved solids (STD), bicarbonate (HCO3), fecal coliform and pesticides compared to the standards allowed by the Ordinance in force for quality for human consumption. While at the risk of salinity and sodicity on the model proposed by the United Salinity Laboratory (USSL). Although efficient, it was found that results varied annually on water quality which may influence their specific uses, whether or irrigation water supply in the city

Reestruturação da disciplina "Física I" do Curso de Tecnólogo em Gerência de Obras de Edificações do CEFET/PB

The aim of the present paper is to reorganize a discipline on technological physics so that the construction site of civil engineering becomes a natural environment of learning, providing the learner with the association between theory and practice as well as allowing the subject to process, in real time, information generated from his cognitive constructions and his contextualizations. Thus, a sequence of actions was taken into account: firstly, the programme was developed in the classroom, sharing with its contextualized information through experiments done under supervision by the learners in laboratories; secondly, the data which associate physics with construction were collected and, to do so, technical visits to construction sites were realized, providing the learner the association between the theory and the practice in a suitable site to the constructivist approach. As a result, the first discipline on physics of the Curso de Tecnólogos em Gerência de Obras de Edificações do CEFET/PB was re-structured in terms of syllabus, methodology, application and evaluation. In fact, this work deals with a dynamic process that gathers and gives emphasis to teaching, learning, technology, information, creativity, competence and abilities in a constructivist learning process and, as a consequence, having allowed institutional engagement

Ensino por investigação: contribuições de um curso de formação continuada para a prática de professores de ciências naturais e biologia

Normally initial teacher training has not been sufficient to provide all the tools for an updated and efficient teaching practice. It is presented here one of the ways of working the completion of the initial training through a course of continuing education. This course is based on inquiry teaching which is considered an important teaching strategy for science education. This kind of teaching enables improvement of students reasoning and cognitive skills, the cooperation among them, the understanding of the nature of scientific work, and the motivation to think about the relationship between science, technology, society and environment. For this dissertation a course of continuing education based on this approach was followed in order to evaluate which contributions it can bring to the teaching practice. The course was followed based on three stages: on the first there was a questionnaire and an informal interview; next it happened through participant observation with audio and visual aid; the third stage happened through semi structured interview. The collected information was analyzed based on Content Analysis. An inquiry teaching pedagogical material was produced for the course including some examples and applications of this approach. The aim of the material is that it can be a support for the teachers after de course. The results allowed seeing that the course was very useful, different from the traditional and the teachers that put the approach to use found it to be very positive. Thus it can be said that some of the teachers who participated will try again to apply it, try to contextualize more the teaching situations with the students day to day life, as well make them more active and critic. We can also gather from the study, that the inquiry teaching is a very different tool from what the teacher was taught and is accustomed to use and the theoretical comprehension, acceptance and practice change is a complicated process and demands time

A reformulação parafrástica na fundamentação teórica de trabalhos de conclusão de curso de Letras

In this work, we study the types of paraphrases used by the students of the Language and Literature Course when they reformulate a source text in the theoretical section of the monographs produced as texts for the conclusion of the course. Our main goal is to know how the process of textual reformulation takes place in the production of the monographic gender. From the used theoretical orientation (Fuchs,1982; 1994; Charaudeau and Maingueneau, 2006; Fávero et al, 2007; Hilgert, 1997, 2002, 2006; among others) we have worked with the paraphrase notion as an activity of discoursive reformulation, considering as the basic groundings the situation of communication and the subjects, or the wider context. In a more specific way, we have considered that the paraphrase performs alterations in the formal level, in the semantic level and in the functional level. Besides that, we sought to articulate the practice of paraphrasing to the gender of discourse in which it appears and to the contextual implications involved in the producing of the gender in question, and in doing so we were grounded in Baktin´s (2003) and Maingueneau´s (1998; 2001) postulates. For the analysis of the corpus that consists of 19 monographs, we have used the three categories defined by Hilgert (2002, 2006):expansion, condensation and parallelism as a way of identifying, describing and characterizing the types of paraphrases used by the students who produced the monographs when they take up Travaglia´s (1996) text about the language conceptions. The results show that the use of the paraphrastic parallelism (with 69.45 % in relation to only 18.41% of condensation and 12.13 % of expansion) was the most recurrent in the reformulations performed by the students who produced the monographs and this manifestation was characterized mainly by the lexical-semantic repetition of fragments of the source text. We have concluded that the high incidence of paraphrastic parallelism is an indication that the student does not have a command of the ways of production and circulation of the discoursive genders uttered in the academic-scientific realm

Análise de necessidades de inglês para fins específicos em um curso de graduação em turismo

This study presents the results of a survey conducted in the area of English for Specific Purposes (ESP) in order to identify (1) the learning needs of students in a course in Tourism, their desires and lacks, at a federal university, with respect to use of English; (2) the needs of the present situation of teachers and the coordinator of that course as to the language; (3) the needs of the target situation of professionals (graduates) and companies with respect to this language. This research is a case study (STAKE, 1998; YIN, 2009) and was used for data collection, instruments such as questionnaires, semi-structured interviews, and document on the Tourism Course. To this end, it was adopted the theoretical basis for the constructs of English for Specific Purposes (ESP) Inglês para Fins Específicos (IFE) in Brazil, also known as Inglês Instrumental, whose foundation is based on the work by Hutchinson and Waters (1987), Robinson (1991), Dudley-Evans and St. John (1998), Celani, Deyes, Holmes, Scott (2006), among others, since this work is devoted to a specific area, Tourism. Results show that students opined the ability to prioritize reading and speaking into the classroom. Professionals reported that the latter is an indispensable tool for entering the labor market, yet they feel unprepared and need to attend English language courses in private language schools. The testimony of company executives also point to this deficiency. Finally, the present situation of teachers reveals that, while advocating the use of English in the classroom, this is not because students prefer their mother tongue. There is also an evident lack of needs analysis. Eventually, the coordinator said that there is some uncertainty as to the methodology, content and language skills worked, and the lack of interaction among teachers of English. It was concluded, therefore, it is important to conduct a needs analysis so that one can redesign a course that meets the different contextual needs: students, teachers, coordination, represented by the institutional needs, and the labor market

A (não) assunção da responsabilidade enunciativa no gênero acadêmico artigo científico produzido por alunos do curso de Letras

This research is inserted in Textual Analysis of Discourses (from now on, TAD), elaborated by linguist J-M Adam and developed nowadays by scholars from Brazilian textual linguistic. ATD consists of a theoretical and descriptive perspective from Textual Linguistics that is concerned about a theoretical and methodological position which sets Textual Linguistics in the most extensive Discourse Analysis panorama. In this work, on the enunciative level of text we investigate: the enunciative responsibility (ADAM, 2008) in 14 examples of the academic genre paper published in the journal Ao Pé da Letra and written by university students from degree in Language. The research is oriented by the studies about enunciative responsibility by Adam (2008, 2010), Rabatel (2010), Guentchéva (1994), the perspective of discursive heterogeneity by Authier-Revuz (2004). We established as general objective: (1) Analyzing the occurrence of the (not) assumption of enunciative responsibility in the academic genre paper . The analysis followed the qualitative paradigm on an interpretative basis. The conclusions show, therefore, the excerpts of the discursive genre used to present the analysis reveal a particular nature of using the recourse to the discourse of several knowledge sources that many times can (not) be assumed by the enunciator.

"Eu pensei que ia sair daqui falando inglês": um estudo sistêmico-funcional sobre papéis sociais atribuídos por alunos de um curso de Letras/Inglês

Research in the area of teacher training in English as a Foreign Language (CELANI, 2003, 2004, 2010; PAIVA, 2000, 2003, 2005; VIEIRA-ABRAHÃO, 2010) articulates the complexity of beginning teachers classroom contexts aligned with teaching language as a social and professional practice of the teacher in training. To better understand this relationship, the present study is based on a corpus of transcribed interviews and questionnaires applied to 28 undergraduate students majoring in Letters/English emphasis, at a public university located in the interior of the Western Amazon region, soliciting their opinions about the reforms made in the curriculum of this Major. Interviews and questionnaires were used as data collection instruments to trace a profile of the students organized in Group 1, with freshmen and sophomore undergraduates who are following the 2009 curriculum, and Group 2, with junior and senior undergraduates who are following the 2006 curriculum. The objectives are to identify, to characterize and to analyze the types of pronouns, roles and social actors represented in the opinions of these students in relation to their teacher training curriculum. The theoretical support focuses on the challenge of historical and contemporary routes from English teachers initial education programs (MAGALHÃES; LIBERALLI, 2009; PAVAN; SILVA, 2010; ALVAREZ, 2010; VIANA, 2011; PAVAN, 2012). Our theoretical perspective is based on the Systemic Functional Grammar of Halliday (1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004), Eggins (1994; 2004) and Thompson (2004). We focus on the concept of the Interpersonal meaning, specifically regarding the roles articulated in the studies by Delu (1991), Thompson and Thetela (1995), and in the Portuguese language such as Ramos (1997), Silva (2006) and Cabral (2009). Moreover, we ascribe van Leeuwen s (1997; 2003) theory of Representation of Social Actors as a theoretical framework in order to identify the sociological aspect of social actors represented in the students discourse. Within this scenario, the analysis unfolds on three levels: grammatical (pronouns), semantic (roles), and discursive (social actors). For the analysis of interpersonal realizations present in the students opinions, we use the computational program WordSmith Tools (SCOTT, 2010) and its applications Wordlist and Concord to quantify the occurrences of the pronouns I, You and They, which characterize the roles and social actors of the corpus. The results show that the students assigned the following roles to themselves: (i) apprentice to express their initial process of English language learning; (ii) freshman to reveal their choice of Major in Letters/English emphasis; (iii) future teacher to relate their expectations towards a practicing professional. To assign the roles to professors in the major, the students used the metaphor of modality (I think) to indicate the relationship of teacher training, while they are in the role of a student and as a future teacher. From these evidences the representation of the students as social actors emerges in roles such as: (i) active roles; (ii) passive roles and (iii) personalized roles. The social actors represented in the opinions of the students reflect the inclusion of these roles assigned to the actions expressed about their experiences and expectations derived from their teacher training classroom

A produção do gênero monografia em discursos de professores e alunos do curso de letras

A current worry in the teaching process at the university these days is text production process and genres produced there, especially those kind of writing that is concerned to course conclusion such as monograph, dissertation and thesis. From this perspective and considering our aims at understanding discursive process involved in the production of monograph genre at the university we want to analyze teachers and students discourses about the productive process of monograph in Letras Course, considering the guide, writing and specific aspects of that genre. To get the aims, we took as background theory the studies by Bakhtin linked to Utterance Linguistics with foundation concepts in Discourse Text Analysis by Adam (2010), and finally the studies developed about text production at college. This way, this work is based on a qualitative research and in data ethnographic procedures, they are: the observation in locus, as well as the application of questionnaires with opened questions to ten students and six teachers from Letras Course. The discourse analysis from the subjects reveal us that: i) the monograph production and the guidance are form of act by language, that need take into account in its development: students free chose as a principle in writing monograph, as well as a wide involvement between the teacher and the student in a sense to turn the writing better, among other aspects; (ii) there is a need to articulate monograph project and the text produced, considering that the guide process comes from a project written before; (iii) there are a number of role to discourses by teachers and students to the function of student and guide teacher, in a way that both can see the same assumptions in teachers and students discourses; (iv) teacher s and students discourses show that they assume the utterance responsibilities by the content of utterances proposed, they also show the voice from methodology guidebooks to monograph texts. So, we conclude that this research has some contributions to teach writing production at the university, especially to monograph in the ending of the courses. It can also be helpful in developing research in this area, mainly at the question about guide final works at college

Das estantes para a tela: práticas de leitores de livros impressos e digitais do curso de Comunicação Social da Universidade Federal do Rio Grande do Norte

La cultura del libro impreso impregna la vida cotidiana de los lectores durante más de cinco siglos, y de esto, hábitos y significados a cerca del libro como medio de comunicación tienen sus raíces en la comunidad lectora, en una especie de contrato de lectura (VERÓN, 2004). Por lo tanto, creemos que es posible conjeturar que la aparición del libro digital puede cambiar las viejas prácticas en relación con el libro impreso y por eso mismo deben ser investigadas con el fin de entender este tiempo de productos reconfigurados. Consciente de ello, el tema central de nuestra investigación se basa en la comprensión de cómo los lectores de libros digitales realizan sus prácticas. Nuestro objetivo general es investigar las prácticas socioculturales de los lectores de libros digitales, con el fin de mostrar las continuidades y discontinuidades en el uso del libro en su formato impreso y digital. Con este fin, se busca 1) proponer una caracterización de la cultura del libro impreso, que es el apoyo a una asignación posible de las marcas de una cultura del libro digital, y 2) explorar los lugares de producción y oferta de los libros digitales, especialmente en Brasil, fin de delimitar en su primera configuración. Apoyamos, como propuesta metodológica, la sistematización de dimensiones culturales del libro impreso llamadas: ritualidad, simbología, materialidad y forma, lo que ayudará el enfoque del empírico. Nuestra propuesta se basa, en varios puntos, en los investigadores de la historia del libro, insertada en el campo de la Historia Cultural (BURKE, 2008; CHARTIER, 1992, 1994, 2006; DARNTON, 1990, 2006, 2010). Adoptamos como técnica de investigación el análisis de voces, registradas a través de entrevistas en profundidad, de lectores de libros en formato digital. Antes de eso, creemos apropiado emprender un estudio exploratorio basado en la aplicación de un cuestionario online. Nuestra delimitación incluye lectores de libros digitales del curso de Comunicación Social de la Universidad Federal de Rio Grande do Norte. Entre las conclusiones de esta disertación, es posible señalar que el grupo de lectores investigados está sólidamente ligado a las experiencias con los libros impresos y esto afecta en gran medida las prácticas de los libros digitales

As relações afetivas na prática tutorial e sua relações com a aprendizagem no curso a distância de licenciatura plena em Química

In distance learning degree in Chemistry in full of the Secretária de Educação a distância da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective

As relações afetivas na prática tutorial e sua relação com a aprendizagem no curso a distância de licenciatura plena em química

In distance learning degree in Chemistry in full of the Secretária de Educação a distância da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective

Análise das dificuldades de aprendizagem numa disciplina de química orgânica do curso de química na modalidade à distância da UFRN

In today`s society the use of so-called information technology and communication (ICT), is promoting a revolution in the forms of teaching and learning through the methods of distance learning courses, especially in higher education. Studies show that students in this way have great difficulties in the learning process, especially when dealing with experimental subjects that require high power of abstraction as chemistry. The goal of this work is to promote improvement in the teaching and learning in the discipline Chemistry of Life offered for the Bachelor`s Degree in Chemistry in distance UFRN. For this we analyzed evidence of the semester 2011.2, in order to identify what are the main difficulties of the students on the assessments. That`s why video lessons related to matters that create the majority of difficulties for students were developed, the final product this work. Being obtained the improvements by video classes in the learning process of the students, from a questionnaire answered by the students in the virtual learning environment, and from their success rate at the end of the course

Análise das avaliações realizadas na disciplina de arquitetura atômica e molecular no curso de química, modalidade a distância da UFRN

The field of education is very rich and allows us to research in various aspects. The area of chemical education has been growing more and more, and an important aspect that has been researching this area is about the learning difficulties of students. The approach of the themes atomic structure and chemical bonds are developed in high school and have many problems that are often brought to higher education becoming an obstacle to the advancement of learning. It is necessary for these initial themes - the atomic structure and chemical bonds - are well understood by the student to the other contents of Chemistry will be understood more easily. This paper aims to describe, analyze errors and difficulties presented in the assessments of the discipline Atomic and Molecular Architecture, the students of the degree course in Chemistry - EAD, with respect to the contents of " Atomic Structure and Chemical Bonding ", by of the assessments made by the students and the Virtual Learning Environment (VLE), taking into account the activities , discussion forum and access to materials . AVA allows obtaining reports which were used to analyze regarding access / participation to assess their contribution to learning and its relation to the final result (pass / fail). It was observed that the most frequent errors in the assessments are related to the early part of the chemistry that is the understanding of atomic structure and evolution models. Students who accessed the extra material and participated in the activities and forums were students who achieved success in the course. Ie, the difficulties were emerging and the use of available teaching strategies, students could minimize such difficulties, making their performance in activities and assessments were better. Was also observed by attending the AVA, the discipline began with a large withdrawal from the page access as well as the frequency of face- evidence from observation in Listing presence of classroom assessments

Horticultura no baixo curso do Rio Doce, zona norte do Natal/RN: avaliação da qualidade da água por meio de ensaios ecotoxicológicos

The research is developed in areas of horticulture in the city of Natal, in the neighborhoods of Lagoa Azul, Pajuçara and Redinha, along the Doce River, border area with Extremoz city, Rio Grande do Norte State. The region of the fluvial plain of Doce River is located in an Environmental Protection Zone (ZPA-9). This is one of the ZPA which is not under the regulatory marks and there are several environmental problems caused by use and land occupation, featuring an evident disregard of environmental laws and whose protection is hindered by the lack of specific legal mechanisms. This study aims to provide an overview of the use of pesticides in the lower course of the Doce River, in Natal, Rio Grande do Norte, and to assess environmental degradation in the area through chronic toxicity tests using the microcrustaceous Ceriodaphnia dubia Richard 1894 (Cladocera, Crustacea) as test organism. Visits were made to the area in 2009 and 2010. To obtain information a diagnosis of the local situation was accomplished based on personal observation and non-participatory photographic record, with the aim of assessing the environmental characteristics, population diversity and work processes of horticulturists. During the visits four different points of the Doce River were chosen to collect water for ecotoxicological tests and survey of physico-chemical parameters (dissolved oxygen, pH, chloride, turbidity, conductivity and temperature), which were measured in the field using Multiparameter Probe (TROLL 9500). The adverse effects of pesticide use in the lower course of the Doce River is a major problem for both the environmental and human health, since many of the substances and active principles that enter in the composition of the products are synthesized molecules whose effects can only be evaluated through different studies on their actions and behavior at short, medium or long term