Two-way regionalized classification of multivariate datasets and its application to the assessment of hydrodynamic dispersion

Zones of mixing between shallow groundwaters of different composition were unravelled by two-way regionalized classification, a technique based on correspondence analysis (CA), cluster analysis (ClA) and discriminant analysis (DA), aided by gridding, map-overlay and contouring tools. The shallow groundwaters are from a granitoid plutonite in the Funda o region (central Portugal). Correspondence analysis detected three natural clusters in the working dataset: 1, weathering; 2, domestic effluents; 3, fertilizers. Cluster analysis set an alternative distribution of the samples by the three clusters. Group memberships obtained by correspondence analysis and by cluster analysis were optimized by discriminant analysis, gridded memberships as follows: codes 1, 2 or 3 were used when classification by correspondence analysis and cluster analysis produced the same results; code 0 when the grid node was first assigned to cluster 1 and then to cluster 2 or vice versa (mixing between weathering and effluents); code 4 in the other cases (mixing between agriculture and the other influences). Code-3 areas were systematically surrounded by code-4 areas, an observation attributed to hydrodynamic dispersion. Accordingly, the extent of code-4 areas in two orthogonal directions was assumed proportional to the longitudinal and transverse dispersivities of local soils. The results (0.7-16.8 and 0.4-4.3 m, respectively) are acceptable at the macroscopic scale. The ratios between longitudinal and transverse dispersivities (1.2-11.1) are also in agreement with results obtained by other studies.

O uso de textos polêmicos em sala de aula: formação e prática docente

The purpose of this article is twofold. First, it examines how Discourses, socially accepted ways of speaking, listening, writing, and reading that illustrate individuals' memberships in specific social groups (Gee, 2008), could influence teachers' use or censorship of polemic text in the classroom. Second, this article presents a review of the research literature about teachers' inclusion of culturally diverse themes in their classrooms. For example, it describes professors' use of children´s books about racism with new teachers. It also outlines suggestions for guiding discussions that respect students' heritage, build critical literacy, and support culturally responsive teaching pedagogies.