Adaptive coatings based on polyaniline for direct 2D observation of diffusion processes in microfluidic systems

[EN] Therefore the understanding and proper evaluation of the flow and mixing behaviour at microscale becomes a very important issue. In this study, the diffusion behaviour of two reacting solutions of HCI and NaOH were directly observed in a glass/polydimethylsiloxane microfluidic device using adaptive coatings based on the conductive polymer polyaniline that are covalently attached to the microchannel walls. The two liquid streams were combined at the junction of a Y-shaped microchannel, and allowed to diffuse into each other and react. The results showed excellent correlation between optical observation of the diffusion process and the numerical results. A numerical model which is based on finite volume method (FVM) discretisation of steady Navier-Stokes (fluid flow) equations and mass transport equations without reactions was used to calculate the flow variables at discrete points in the finite volume mesh element. The high correlation between theory and practical data indicates the potential of such coatings to monitor diffusion processes and mixing behaviour inside microfluidic channels in a dye free environment.

Possibilities and problems of teaching the history of the present time through media and information literacy.

Le système éducatif encourage une histoire positiviste, ordonnée, unilatérale et universelle; par l´incorporation de le découpage chronologique de l´histoire en quatre étapes. Mais, est-ce qu´il serait posible que les élèves puissent étudier leur propre présent? Mon commuication poursuit d´exposer, comme Saab affirmait, le présent est “le point de départ et d´arrivée de l´enseignement de l´histoire détermine les allers et les retours au passé”. La façon d´approcher l´enseignement de l´histoire est confortable. Il n´y a pas de questions, il n´y a pas de discussions. Cette vision de l´histoire interprétée par l´homme blancoccidental-hétérosexuel s´inscrit dans le projet de la modernité du Siècle des Lumières. Par conséquent, cette histoire obvie que nous vivons dans una société postmoderne de la suspicion, de la pensée débile. En ce qui concerne la problématique autour de la pollution audiovisuelle et la façon dont les enseignants et les élèves sont quotidiennement confrontés à ce problème. Par conséquent, il est nécessaire de réfléchir à la question de l´enseignement de l´histoire quadripartite. Actuellement, les médias et les nouvelles technologies sont en train de changer la vie de l´humanité. Il est indispensable que l´élève connaisse son histoire presente et les scénarioshistoriques dans l´avenir. Je pense en la nécessité d´adopter une didactique de l’histoire presente et par conséquent, nous devons utiliser la maîtrise des médias et de l´information. Il faut une formation des enseignants que pose, comme Gadamer a dit: “le passé y le présent se trouvent par une négociation permanente”. Una formation des enseignants qui permette de comprendre et penser l´histoire future / les histoires futures. À mon avis, si les élèves comprennent la complexité de leur monde et leurs multiples visions, les élèves seront plus tolérantes et empathiques.

Reading Between the Lines of Teaching and Learning

Some students lack reading skills due to biological or environmental factors. Accordingly, in my role as an educator, I would like to know if Dialogic Reading Strategies can help Spanish speaking caregivers to facilitate an interactive reading routine at home with their child.

Distributed and synchronized measurements for the wide-area observation of electric power systems in distorted and low-inertia conditions

With the aim of heading towards a more sustainable future, there has been a noticeable increase in the installation of Renewable Energy Sources (RES) in power systems in the latest years. Besides the evident environmental benefits, RES pose several technological challenges in terms of scheduling, operation, and control of transmission and distribution power networks. Therefore, it raised the necessity of developing smart grids, relying on suitable distributed measurement infrastructure, for instance, based on Phasor Measurement Units (PMUs). Not only are such devices able to estimate a phasor, but they can also provide time information which is essential for real-time monitoring. This Thesis falls within this context by analyzing the uncertainty requirements of PMUs in distribution and transmission applications. Concerning the latter, the reliability of PMU measurements during severe power system events is examined, whereas for the first, typical configurations of distribution networks are studied for the development of target uncertainties. The second part of the Thesis, instead, is dedicated to the application of PMUs in low-inertia power grids. The replacement of traditional synchronous machines with inertia-less RES is progressively reducing the overall system inertia, resulting in faster and more severe events. In this scenario, PMUs may play a vital role in spite of the fact that no standard requirements nor target uncertainties are yet available. This Thesis deeply investigates PMU-based applications, by proposing a new inertia index relying only on local measurements and evaluating their reliability in low-inertia scenarios. It also develops possible uncertainty intervals based on the electrical instrumentation currently used in power systems and assesses the interoperability with other devices before and after contingency events.

Construction négociée par la triade de formation en stage d'un savoir-enseigner les mathématiques au primaire

Dans le contexte actuel de l’éducation au Québec où la réforme des programmes de formation des jeunes appelle un renouvellement des pratiques d’enseignement, notre recherche s’intéresse au développement de la dimension didactique de la pratique liée à l’enseignement des mathématiques qui est considéré comme l’un des éléments clés des nouvelles orientations. Nous abordons la question par le biais de la collaboration de formation initiale pour l’enseignement des mathématiques au primaire qui se vit en stage entre des praticiennes en exercice et en formation et une didacticienne des mathématiques. Cette rencontre sur le terrain des stages au primaire entre praticiennes et didacticienne, longtemps réclamée et rendue possible à l’UQAT , nous a amené à formuler une première question de recherche touchant ce qui se construit à travers les échanges de ces partenaires de la formation au cours des supervisions pédagogiques conjointes qui les réunissent en stage. Nous avons cadré ce questionnement à partir des balises théoriques de la didactique professionnelle qui proposent modèle et concepts pour expliciter l’activité professionnelle et traiter des phénomènes de développement des compétences professionnelles en contexte de travail et de formation. La didactique professionnelle attribue un rôle essentiel à la communauté de pratique et au processus d’analyse de l’expérience dans le développement professionnel des novices et dans l’explicitation d’un savoir d’action jugé pertinent et reconnu. Nous y faisons donc appel pour poser le potentiel que représentent les échanges issus de la collaboration quant à leur contribution à l’établissement d’un savoir de référence pour l’enseignement des mathématiques. La didactique professionnelle propose également le recours au concept de schème pour décrire l’activité professionnelle et à l’idée de concepts organisateurs comme élément central de l’activité et comme variable de la situation professionnelle concernée. Nous recourons à ces mêmes concepts pour expliciter le savoir de référence pour l’enseignement des mathématiques qui émerge à travers les échanges des partenaires de la formation. Dans le cadre d’une étude de cas, nous nous sommes intéressée aux échanges qui se déroulent entre une stagiaire qui effectue son troisième et avant dernier stage , l’enseignante-associée qui la reçoit et la chercheure-didacticienne qui emprunte le rôle de superviseure universitaire. Les échanges recueillis sont issus de trois cycles de supervision conjointe qui prennent la forme de rencontres de préparation des situations d’enseignement de mathématique; d’observation en classe des séances d’enseignement pilotées par la stagiaire auprès de ses élèves; et des rencontres consacrées à l’analyse des situations d’enseignement observées et de l’activité mise en œuvre par la stagiaire. Ainsi les objets de discussion relevés par les différents partenaires de la formation et la négociation de sens des situations professionnelles vécues et observées sont analysés de manière à rendre visibles les constituants de l’activité professionnelle qui sont jugés pertinents par la triade de formation. Dans un deuxième temps, en partant de cette première analyse, nous dégageons les concepts organisateurs des situations professionnelles liées à l’enseignement des mathématiques qui sont pris en compte par la triade de formation et qui constituent des variables de la situation professionnelle. Les constituants de l’activité et des situations professionnelles qui résultent de cette analyse sont envisagés en tant que représentations collectives qui se révèlent à travers les échanges de la triade de formation. Parce que ces représentations se sont trouvées partagées, négociées dans le cadre des supervisions pédagogiques, elles sont envisagées également en tant que savoir de référence pour cette triade de formation. Les échanges rendus possibles entre les praticiennes et la didacticienne placent ce savoir de référence dans une dynamique de double rationalité pratique et didactique. Enfin, partant de l’apport déterminant de la communauté de pratique et de formation de même que du savoir de référence que cette dernière reconnait comme pertinent dans le développement professionnel des novices, les résultats de cette recherches peuvent contribuer à réfléchir la formation des futures enseignantes en stage en ce qui a trait à l’enseignement des mathématiques au primaire.

Utilisation et valeur de la représentation devant public en danse au troisième cycle du primaire

En 2001, dans la foulée de la réforme scolaire, une deuxième génération de programmes d’études en danse a été implantée (Gouvernement du Québec, 2001, 2003, 2007). Alors que la représentation devant public est prescrite dans les programmes d’études pour le secondaire (Gouvernement du Québec, 2003, 2007), elle est quasi-absente du programme d’études pour le primaire (Gouvernement du Québec, 2001). De plus, il y a peu de recherches empiriques sur l’enseignement de la danse à l’école québécoise et aucune sur l’utilisation de la représentation devant public dans ce contexte. Or, les enseignants sont nombreux à y avoir recours de façon intuitive pour favoriser les apprentissages chez les élèves. C’est pourquoi, à la lumière de repères théoriques issus de modèles de la transposition didactique, du processus de création, des systèmes de pertinence et de la construction identitaire des enseignants de la danse en milieu scolaire, nous avons cherché à comprendre comment la représentation devant public est utilisée, en danse, au troisième cycle du primaire, à l’école québécoise. Pour ce faire, nous avons eu recours à l’observation, à la captation audio et aux entretiens pour collecter des données auprès de deux enseignantes en danse et de cinquante-quatre élèves du troisième cycle du primaire, pendant le processus de création de danses menant à la présentation devant un public. Nous avons ainsi pu dégager treize thèmes représentatifs de l’expérience vécue par ces enseignantes et ces élèves, ainsi qu’une ébauche de modèle du processus de préparation d’une représentation devant public en milieu scolaire.

O ensino de ciências e deficiência visual: uma investigação das percepções das professoras de ciências e da sala de recursos com relação à inclusão

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Alfabetização e letramento: as concepções e as práticas educativas de uma professora do 2º ano do ensino fundamental

Pós-graduação em Educação - FCT

o ensino de leitura na escola: um olhar sobre as concepções de professores do 1º ciclo do ensino fundamental de uma escola municipal de Bauru - SP

This research is being read, thus rendering text on the pole of understanding, as a practice effective dialogue and therefore responsive through which the reader, author, text and context interact. To this end, the reader must turn their knowledge systems and relate them to the linguistic materiality. Thus, aimed to investigate whether the teaching of reading in the early years of elementary school literacy builds skills related to this cultural practice and its relationship to the conceptions of classroom teachers of reading, as well as the teaching and learning methodologies practiced in class classroom. Therefore, I base this research on the theoretical basis of linguistic studies and expository sociointeractionist redefine that, among other things, the concepts of language, genre and text. As for the methodological framework, this study followed the methodology of literature research and fieldwork. The fieldwork took place from the perspective of observing the pedagogical practice of teaching reading, in order to investigate how the educational activities are conducted in a reading room for the third year of elementary school, part of the municipal education Bauru- SP. Were used as instruments of data collection the questionnaire given to school teachers and the school studied the direct observation of teaching practice of one of these professionals. The results of data analysis indicate that the teachers surveyed know key content for teaching reading, as well as renovations of the theoretical and methodological studies of reading, with the consequence that the practices of reading done in the classroom limit the role of student as a reader and does not guarantee the formation of the reader

Disciplina de didática: um estudo exploratório a partir dos planos de ensino

The present investigation intended to understand how Didatic has been interpreted by teachers who work with this discipline in undergraduate courses. We assume that there are still many controversies and contradictions in consideration of the epistemological status of didactics, and that this knowledge object is on constant review by professionals. Initially we were seeking evidence in the plans of courses, however, this search has put us in a situation of confusion, of uncertainty and highlighted structural problems which, at first, prevented us from using pure and simple of the contents of the plans. We analyzed 76 lesson plans, allocated to institutions in different Brazilian states, different types of institutions and the diversity was so great that led us to characterize this study as exploratory and tell us the relevance of analyzing them in the perspective of "facets". To deepen the understanding we were interviewing teachers and two focus groups conducted with teachers of Teaching. Triangulating the analysis of plans, with the reflections from the interviews, the speeches and also in the focus group data, observation of teaching practice, we put some insights on issues, even though preliminary and will require further research.

As contribuições da Pedagogia Waldorf no atendimento a diversidade e na valorização das diferenças

The ideal of Waldorf Education, since the opening of the first school in 1919, was based on innovative principles for a humanized society. Among those principles, there was the attendance of all children without distinction, which is exactly the main idea of the inclusive school. Waldorf pedagogy defends that under the right pedagogical action and care with the individual development, anyone can develop, regardless of their disability. This statem ent highlights the main objective of this methodology, that is the human development, aligned to another fundamental guideline of inclusive education. Accordingly, the hypothesis of this work is that Waldorf education promotes inclusive schooling contexts, attending diversity and valuing differences. The general objective of this study is: analyze Waldorf Education to verify if it promotes inclusive contexts. And the specific objetives were: identify elements in this practice that favors diversity attend; analyze the practice of a Waldorf school, considering documentation, structure, and conception of managers, teachers and parents. The study was based on quantitative and qualitative research approach, and the data was collected trough observation of teaching practices in a classroom where a disabled student was present, as well as through documentation and observation of the school environment. Furthermore, in order to verify the understanding of parents (71 individuals) and teachers (18 individuals) on inclusion, a specific questionnaire was developed for each of these two groups. For the records, a diary and an observation script were used. It was concluded that Waldorf methodology provides all the necessary conditions to inclusion, mainly due to it's enhancement of individuality, didactic organization and it's roots in social relations

As contribuições da Pedagogia Waldorf no atendimento a diversidade e na valorização das diferenças

The ideal of Waldorf Education, since the opening of the first school in 1919, was based on innovative principles for a humanized society. Among those principles, there was the attendance of all children without distinction, which is exactly the main idea of the inclusive school. Waldorf pedagogy defends that under the right pedagogical action and care with the individual development, anyone can develop, regardless of their disability. This statem ent highlights the main objective of this methodology, that is the human development, aligned to another fundamental guideline of inclusive education. Accordingly, the hypothesis of this work is that Waldorf education promotes inclusive schooling contexts, attending diversity and valuing differences. The general objective of this study is: analyze Waldorf Education to verify if it promotes inclusive contexts. And the specific objetives were: identify elements in this practice that favors diversity attend; analyze the practice of a Waldorf school, considering documentation, structure, and conception of managers, teachers and parents. The study was based on quantitative and qualitative research approach, and the data was collected trough observation of teaching practices in a classroom where a disabled student was present, as well as through documentation and observation of the school environment. Furthermore, in order to verify the understanding of parents (71 individuals) and teachers (18 individuals) on inclusion, a specific questionnaire was developed for each of these two groups. For the records, a diary and an observation script were used. It was concluded that Waldorf methodology provides all the necessary conditions to inclusion, mainly due to it's enhancement of individuality, didactic organization and it's roots in social relations

Skolan i livet - livet i skolan : Några illitterata invandrarkvinnor lär sig tala, läsa och skriva på svenska som andraspråk

Many immigrants in Sweden have not had the chance to learn to read and write, for various reasons. In Sweden, literacy is a prerequisite to being able to function in the cultural community, and for many immigrants this is the first time that they experience their inability to read and write as a handicap or see themselves as “illiterate”. The aim of this study is to use a socio-cultural, second language and gender approach to describe, analyse and understand how a number of adult, illiterate, immigrant women experience their situation when they are expected to simultaneously learn to speak, read and write Swedish. The study focuses on two literacy groups in two Swedish municipalities. In one of the groups I act as both teacher and researcher. The thesis is a case study of the learning process of five illiterate immigrant women in Sweden. The results are based on interviews, carried out with the help of an interpreter, and observation of teaching and texts ritten by the students. The study is based on the assumption that human learning is an activity that takes place in a cultural community in a social context. When learning a language, the language is simultaneously the tool that facilitates social communication and the object of the learning process. The study shows that cultural communities influence the women in different ways. Gender structures are firmly planted in a patriarchal value system, which means that women are seen as inferior to men, and women are expected to “meet the demands of others”. The women have no time to study at home, as their household duties are prioritised. However, there are subtle indications that there is a wish to change the situation in accordance with Swedish values and norms. This can be seen in the Swedish for Immigrants (SFI) lessons. As they have little contact with Swedes, school is the only arena in which they have a chance to use Swedish. They are positive towards teaching and school as an institution. Here they are able to develop an alternative identity. The study also shows that teaching in the literacy groups is to a great extent based on a technical approach, in which the teacher tries to elicit a correct answer from the students. Social interaction involving contemplation and negotiation is either not included or not prioritised. the women’s experience and knowledge is not made use of. There are,however, occasions when collaborative discussions take place between the teacher and students. On these occasions an exchange of experiences takes place. Learning is based on the students’ own experiences and thoughts. Linguistic concepts gain meaning in the collaborative discussion. Initially the concepts may be unclear, but the group works on them together, adapting and adjusting them until they finally make sense. Finally, I conclude that women immigrants bring their own socio-cultural values and experience to the school situation, which affects their learning process to varying degrees. Furthermore, immigrant women need more time at school, as it is the only arena in which they can spend time on studying and personal development. another conclusion is that the school must become a learning community that recognises the immigrants’ cultures, makes use of the students’ experience and allows the students to participate in collaborative discussions, so that they can develop their ability to speak, read and write Swedish.

L’inclusion scolaire dans l’enseignement primaire: L’évaluative formative comme source de progression collective?

Ce travail s’inscrit dans le champ des recherches concernant les pratiques inclusives en milieu scolaire ordinaire dans l’enseignement primaire. En France, le système éducatif propose de scolariser les élèves à besoins éducatifs particuliers soit en classe ordinaire, soit en classe spécialisée, bien que les gouvernements valorisent l’accueil en milieu ordinaire depuis la loi de 2005. Or, ceci questionne les pratiques des acteurs de l’école sur la prise en charge de ces élèves. Partant des travaux montrant que les enseignants utilisant l’évaluation formative gèrent mieux la diversité des élèves, nous étudions ici dans quelle mesure cette fonction de l’évaluation aiderait les élèves présentant des besoins éducatifs particuliers à acquérir des connaissances grâce aux feedbacks émis lors d’évaluations orales et de corrections collectives. L’analyse des données recueillies à l’aide d’entretiensavec des enseignants et d’observations d’élèves fait ressortir les attitudes des acteurs, les interactions et les régulations. (DIPF/Orig.)

Katrin Ulrike Zaborowski / Michael Meier / Georg Breidenstein: Leistungsbewertung und Unterricht, Ethnographische Studien zur Bewertungspraxis in Gymnasium und Sekundarschule. Wiesbaden: VS Verlag für Sozialwissenschaften 2011 [Rezension]

Rezension von: Katrin Ulrike Zaborowski / Michael Meier / Georg Breidenstein: Leistungsbewertung und Unterricht, Ethnographische Studien zur Bewertungspraxis in Gymnasium und Sekundarschule, Wiesbaden: VS Verlag für Sozialwissenschaften 2011 (376 S.; ISBN 978-3-531-16808-1)