A evolução de um grupo de estudantes em uma disciplina de prática de ensino de biologia

Pós-graduação em Educação para a Ciência - FC

Uma lógica do poucos

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O ensino de Arte nas escolas municipais de Presidente Prudente: diretrizes políticas e o trabalho docente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O ensino da gramática da língua inglesa em um contexto de escola pública: crenças, abordagens e motivação

Pós-graduação em Estudos Linguísticos - IBILCE

Diversidade de populações de Phyllosticta spp. de goiabeiras e de mangueiras em diferentes ambientes

Pós-graduação em Agronomia (Produção Vegetal) - FCAV

DIFFERENT MEDIA, DIFFERENT TYPES OF COLLECTIVE WORK IN ONLINE CONTINUING TEACHER EDUCATION: WOULD YOU PASS THE PEN, PLEASE?

This paper presents some findings regarding the interaction between different computer interfaces and different types of collective work. We want to claim that design in online learning environments has a paramount role in the type of collaboration that happens among participants. In this paper, we report on data that illustrate how teachers can collaborate online in order to learn how to use geometry software in teaching activities. A virtual environment which allows that construction to be carried out collectively, even if the participants are not sharing a classroom, is the setting for the research presented in this paper.

Waveshapes of continuing currents and properties of M-components in natural positive cloud-to-ground lightning

This work analyses the waveshapes of continuing currents and parameters of M-components in positive cloud-to-ground (CG) flashes through high-speed GPS synchronized videos. The dataset is composed of only long continuing currents (with duration longer than 40 ms) and was selected from more than 800 flashes recorded in Sao Jose dos Campos (45.864 degrees W, 23.215 degrees S) and Uruguaiana (29.806 degrees W, 57.005 degrees S) in Southeast and South of Brazil, respectively, during 2003 to 2007 summers. The videos are compared with data obtained by the Brazilian Lightning Location System (BrasilDAT) in order to determine the polarity of each flash and select only positive cases. There are only two studies of waveshapes of continuing currents in the literature. One is based on direct current measurements of triggered lightning, in which four different types of waveshapes were observed; and the other is based on measurements of luminosity variations in high-speed videos of CG negative lightning, in which besides the four types above mentioned two additional types were observed. The present work is an extension of the latter, using the same method but now applied to obtain the waveshapes of positive CG lightning. As far as the authors know, this is the first report on M-components in positive continuing currents. We also have used the luminosity-versus-time graphs to observe their occurrence and measure some parameters (duration, elapsed time and time between two successive M-components), whose statistics are presented and compared in detail to the data for negative flashes. We have plotted a histogram of the M-components elapsed time over the total duration of the continuing current for positive flashes, which presented an exponential decay (correlation coefficient: 0.83), similar to what has been observed for negative flashes. (C) 2008 Elsevier B.V. All rights reserved.

THE MAPPING IN THE CONTINUING EDUCATION OF TEACHERS: AN EXPERIENCE THROUGH DISTANCE LEARNING

In this work, we show the experience of continuing teacher education in Cartography in the period from 03/11/2009 to 03/11/2010, it was held by the Center for Continuing Education in Mathematics Education, Science and Environment (CECEMCA) - UNESP - Rio Claro, in DL (Distance Learning). This experience was through the extension course set in TelEduc platform. The course was titled Introduction to Cartography and aimed primarily: Present concepts of systematic and thematic mapping and its potential application in teaching practices, increase knowledge in the areas of Geography, Cartography and Environment; Offer alternatives for implementing content mapping in the classroom.