Exposiciones sobre la evaluación de las circunstancias en que sería factible establecer empresas de reparación y mantenimiento de contenedores = Presentations concerning the evaluation of the circumstances under which it would be feasible to establish container repair and maintenance enterprises

Incluye Bibliografía

Geostatistics and remote sensing methods in the classification of images of areas cultivated with citrus

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

NodePM: A Remote Monitoring Alert System for Energy Consumption Using Probabilistic Techniques

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

Rank Aggregation for Pattern Classifier Selection in Remote Sensing Images

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Modelling the surface circulation and thermal structure of a tropical reservoir using three-dimensional hydrodynamic lake model and remote-sensing data

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Determining large scale actual evapotranspiration using agro-meteorological and remote sensing data in the northwest of Sao Paulo State, Brazil

The best irrigation management depends on accurate estimation of reference evapotranspiration (ET0) and then selection of the appropriate crop coefficient for each phenological stage. However, the evaluation of water productivity on a large scale can be done by using actual evapotranspiration (ETa), determined by coupling agrometeorological and remote sensing data. This paper describes methodologies used for estimating ETa for 20 centerpivots using three different approaches: the traditional FAO crop coefficient (K-c) method and two remote sensing algorithms, one called SEBAL and other named TEIXEIRA. The methods were applied to one Landsat 5 Thematic Mapper image acquired in July 2010 over the Northwest portion of the Sao Paulo State, Brazil. The corn, bean and sugar cane crops are grown under center pivot sprinkler irrigation. ET0 was calculated by the Penman-Monteith method with data from one automated weather station close to the study site. The results showed that for the crops at effective full cover, SEBAL and TEIXEIRA's methods agreed well comparing with the traditional method. However, both remote sensing methods overestimated ETa according to the degree of exposed soil, with the TEIXEIRA method presenting closer ETa values with those resulted from the traditional FAO K-c method. This study showed that remote sensing algorithms can be useful tools for monitoring and establishing realistic K-c values to further determine ETa on a large scale. However, several images during the growing seasons must be used to establish the necessary adjustments to the traditional FAO crop coefficient method.

Coupling remote sensing bio-optical and three-dimensional hydrodynamic modeling to study the phytoplankton dynamics in a tropical hydroelectric reservoir

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

Impairment of neutrophil migration to remote inflammatory site during lung histoplasmosis

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

Creating Meaningful Homework and Implementing Homework Presentations to Aid in Mathematics Instruction

In this action research study of sixth grade mathematics, I investigated the use of meaningful homework and the implementation of presentations and its effect on students’ comprehension of mathematical concepts. I collected data to determine whether the creating of meaningful homework and the implementation of homework presentations would have a positive impact on the students’ understanding of the concepts being taught in class and the reasoning behind assigning homework. The homework was based on the lesson taught during class time. It was grade-level appropriate and contained problems similar to those students completed in class. A pre-research and post-research survey based on homework perceptions and my teaching practices was given, student interviews were conducted throughout the research period, weekly teacher journals were kept that pertained to my teaching practices and the involvement of the students that particular week, and homework assignments were collected to gauge the students’ understanding of the mathematics lessons. Most students’ perceptions on homework were positive and most understood the reasoning for homework assignments.

Increasing Student Confidence and Knowledge through Student Presentations

In this action research study of a 9th grade Algebra classroom, I investigated the influence of having students present homework solutions and what effect it had on student learning and student confidence. Students were asked to present solutions to homework problems each day and were rated on how well they did. The students were also surveyed about their confidence and feelings about mathematics. Students were also observed for information about who they asked questions of when presented with a math problem they did not understand. In this classroom, two teachers were involved in instruction and this study examines what affect this had on student learning and who was asked for help. As a result of presentations, students’ confidence increased and students reacted positively to both the presentations and their own mathematical learning. The students felt the presentations were a benefit to the class and watching their peers solve mathematical equations helped them to better understand the mathematics.

Oral Presentation: Exploring Oral Presentations of Homework Problems as a Means of Assessing Homework

In this action research study of my freshmen Algebra I class, I investigated a method of assessing homework based on completion and presentations. When I changed the method of grading from checking answers to looking for completion and presentation of selected problems, I found that the majority of the students enjoyed the method because it allowed them to explore other methods of solving and helped them gain an understanding of the problems. This resulted in less stress on obtaining “the” answer. I also realized that I viewed homework differently and had a better understanding of the students’ thought processes, which caused me to check tests differently. These results led to a better relationship between the students and myself. As a result of this research, I plan to change my methods of assessing homework from the traditional right or wrong to a rubric assessment based on presentations and completion of the assignment.

Can homework become more meaningful with the inclusion of oral presentations?

In this action research study of my 7th grade math class, I investigated the inclusion of homework presentations to see if they would improve students’ attitude toward mathematics, participation, and understanding. I discovered that although the implementations of presentations into our homework routine did not drastically influence grades, or even improve attitudes (according to test grades and student surveys), a multitude of other changes surfaced. These changes consisted of an increase in discussion, a team effort among students in my class, and an overall “learning community” effect. I plan to continue to pursue presentations as a major part of my homework routine, and also incorporate presentations into review sessions.

Oral Communication and Presentations in Mathematics

In this action research study of my classroom of eighth grade mathematics, I investigated the attitudes of students toward mathematics along with their achievement levels with the use of oral presentations in my Algebra class. During the second semester the class was divided into groups of two for each presentation, changing partners each time. Every other week each group was given a math problem that required more work than a normal homework type problem. On the last day of that week the students gave a short presentation on their problem. I discovered that while there was no significant evidence that student achievement increased, the students did enjoy the different aspect of presentations in a math class. I plan to implement presentations in my classroom more often with the intent to increase student enjoyment.

Reduce Late Assignments through Classroom Presentations

In this action research study of my 7th grade math class, I investigated homework presentations, to see if they would reduce the amount of late homework assignments. I did not find any significant results that weekly presentations given by students were beneficial to reduce the amount of late assignments, but found many other positive things that happened because of presentations. As a result of this research, I plan to use classroom presentations because they foster listening skills and student interaction, and promote deeper thinking.