Thurston County GIS Data 2012

UW access only. Questions about spatial data can be directed to uwlib-gis [at] uw [dot] edu, include the URI address below and any information you have.

Thurston County GIS Data 2011

UW access only. Questions about spatial data can be directed to uwlib-gis [at] uw [dot] edu, include the URI address below and any information you have.

Thurston County GIS Data 2007

UW access only. Questions about spatial data can be directed to uwlib-gis [at] uw [dot] edu, include the URI address below and any information you have.

Thurston County GIS Data 2004

UW access only. Questions about spatial data can be directed to uwlib-gis [at] uw [dot] edu, include the URI address below and any information you have.

Thurston County GIS Data 1999

UW access only. Questions about spatial data can be directed to uwlib-gis [at] uw [dot] edu, include the URI address below and any information you have.

Thurston County GIS Data 1998

UW access only. Questions about spatial data can be directed to uwlib-gis [at] uw [dot] edu, include the URI address below and any information you have.

Modelo para la implementación de procesos de Eco Innovación en el sector industrial Colombiano

El objetivo de este trabajo es presentar un modelo de implementación, aplicación y medición de diferentes procesos de eco-innovación al interior de una empresa. Para lograr este fin, se presenta una estructura donde se evalúan los procesos productivos del sector industrial colombiano y su relación con la eco-innovación, esto para realizar un filtro dentro de la propuesta y poder dirigir el proyecto a empresas idóneas para adoptar un modelo eco-innovador. Este modelo está basado en diferentes métodos de desarrollo de conceptos como lo son la innovación, el desarrollo sostenible y un término que en los últimos tiempos ha venido tomando fuerza dentro del sector empresarial mundial, el término Eco-amigable. Este término será entonces una base para la relación de los procesos productivos con la adaptación de la eco-innovación para generar un desarrollo sostenible referente al ambiente y un posicionamiento empresarial industrial dentro de un mercado altamente competitivo.

¿Es la enseñanza del español, para personas adultas inmigrantes, una enseñanza básica o abierta?

El artículo muestra el funcionamiento de los talleres de enseñanzas abiertas del CEPA de Tetuán, concretamente el de enseñanza del español, a inmigrantes. Además, proporciona detalles sobre las ofertas del centro, matriculación, programas de estudio y normativas. .

Proyecto curricular para graduado escolar.

Se desarrolla un nuevo currículo escolar con la ampliación de los contenidos de tipo formal, buscando adecuarse mejor a la realidad del actual trabajador adulto. También se realizan talleres de ocio y creatividad. Pretende desarrollar la capacidad crítica, adquirir una formación básica a través de técnicas de estudio y trabajo, desarrollar la creatividad, favorecer el espíritu de tolerancia y solidaridad, y promover una educación democrática que favorezca la participación social. La metodología es globalizadora, interdisciplinar, activa y participativa, e individualizada. Se evalúa la metodología y contenidos, la inserción de los talleres en el currículo, y los conocimientos y actitudes conseguidos por el alumnado..

La imagen como desencadenante del proyecto de lectoescritura.

Se elaboran materiales para la Educación de Adultos partiendo de los intereses del alumnado y de su entorno socio-cultural. Algunos de los objetivos son la comprensión de la imagen como uno de los lenguajes fundamentales de nuestra sociedad, entender los distintos códigos del lenguaje, ampliar el mundo cultural, desarrollar la capacidad de expresión oral, conseguir el manejo y el dominio de la lecto-escritura, desarrollar la capacidad de crítica ante la realidad que les rodea, desarrollar la capacidad de escucha y comprensión, dominar las operaciones de cálculo utilizadas en la vida cotidiana, desarrollar los lazos afectivos y de solidaridad dentro del grupo, adquirir seguridad en sí mismos y desarrollar la independencia y la autonomía. La metodología es globalizadora, individualizada, y participativa..

A useful dyslexia handbook for adults.

Este manual acerca de la dislexia de adultos, muestra al lector lo que es tener esta condición particular, le ayuda a tener una conciencia más completa del problema y da soluciones que sean viables y lógicas que abran una puerta a la esperanza. La autora, ha inventado un alfabeto alternativo, lo que demuestra lo difícil que puede ser para los disléxicos leer y escribir.

Emotional and behavioural problems in children with language impairments and children with autism spectrum disorders

Background: Although it is well-established that children with language impairment (LI) and children with autism spectrum disorders (ASD) both show elevated levels of emotional and behavioural problems, the level and types of difficulties across the two groups have not previously been directly compared. Aims: To compare levels of emotional and behavioural problems in children with LI and children with ASD recruited from the same mainstream schools. Methods & Procedures: We measured teacher-reported emotional and behavioural problems using the Strengths and Difficulties Questionnaire (SDQ) in a sample of 5-to-13-year old children with LI (N=62) and children with ASD (N=42) attending mainstream school but with identified special educational needs. Outcomes & Results: Both groups showed similarly elevated levels of emotional, conduct and hyperactivity problems. The only differences between the LI and ASD groups were on subscales assessing peer problems (which were higher in the ASD group) and prosocial behaviours (which were higher in the LI group). Overall, there were few associations between emotional and behavioural problems and child characteristics, reflecting the pervasive nature of these difficulties in children with LI and children with ASD, although levels of problems were higher in children with ASD with lower language ability. However, in the ASD group only, a measure of family social economic status was associated with language ability and attenuated the association between language ability and emotional and behavioural problems. Conclusions & Implications: Children with LI and children with ASD in mainstream school show similarly elevated levels of emotional and behavioural problems, which require monitoring and may benefit from intervention. Further work is required to identify the child, family and situational factors that place children with LI and children with ASD at risk of emotional and behavioural problems, and whether these differ between the two groups. This work can then guide the application of evidence-based interventions to these children.

Esporte como experiência estética e educativaEsporte educativa: uma abordagem fenomenológica

This paper deals with sport as a possibility of disclosing the sensible, and defends the idea that being a sportsperson equals living an aesthetic and educative experience in which one can interacts with the sensible by the athletic body s reverberation of sensations in the dimension of the experienced. We try to answer, in our work, basically three questions: what moves the athlete when practicing a sport? Which are the meanings and motivations for the practice of sports? At what measure the athlete s experience gains an educational character? Sport is debated in this work as an extension of the living, as long as it tries to understand the meanings inherent to sport itself as well as to the sportive experience as a kind of education. In support of our argument, we give a theoretic and philosophical approach to our thesis, based on thinkers like Maurice Merleau-Ponty, Walter Benjamin, Marcel Mauss and Friedrich Schiller. For this purpose, we get support on the phenomenology of the French philosopher Maurice Merleau-Ponty. Our reference is the living world of the athlete and his experience as a field of the sensible. Our point of departure is the analysis of the narratives of sport experiences, including five aesthetic elements; time and space of the body in the sports courts; the look on the sportive context; the contact with the adversary; victory and defeat; the technical gesture. Besides it, we worked out an aesthetic evaluation of the movies Olympia and Invictus , what let us discuss three thematic categories: sensibility, emotions and the play paradox. Subsequently, we point sport as an optimizer of the sensible education, present on the body s processes, like the body in movement. It was also made clear along this paper that we tried to accomplish an analysis on sports centered in the athlete s body as an outfit of the senses to things related to the sensible, whose aesthetic experience overpasses any deterministic conception that should sum up the sportive world to mercantilization, discipline practices and mechanicism. This approach franchises gateways to a Physical Education which, containing sports as one of its support, let pupils enjoy the pleasure of constructing common objectives, incorporating the capacity of replicating, re-making and playing as a field of possibilities offered by an education characterized as being moving, sensible and fitful to a body in movement

Shear bond strength of a ceramic to Co-Cr alloys

Statement of problem. Different combinations of Co-Cr alloys bonded to ceramic have been used in dentistry; however, the bond strength of ceramic to metal can vary because of different compositions of these alloys.Purpose. The purpose of this study was to evaluate the shear bond strength of a dental ceramic to 5 commercially available Co-Cr alloys.Material and methods. Five Co-Cr alloys (IPS d.SIGN 20, IPS d.SIGN 30, Remanium 2000, Heranium P, and Wirobond C) were tested and compared to a control group of an Au-Pd alloy (Olympia). Specimen disks, 5 mm high and 4 mm in diameter, were fabricated with the lost-wax technique. Sixty specimens were prepared using opaque and dentin ceramics (VITA Omega 900), veneered, 4 mm high and 4 mm in diameter, over the metal specimens (n = 10). The shear bond strength test was performed in a universal testing machine with a crosshead speed of 0.5 mm/min. After shear bond testing, fracture surfaces were evaluated in a stereomicroscope under x25 magnification. Ultimate shear bond strength (MPa) data were analyzed with 1-way ANOVA and the Tukey HSD test (alpha = .05).Results. The mean (SID) bond strengths (MPa) were: 61.4 (7.8) for Olympia; 94.0 (18.9) for IPS 20; 96.8 (10.2) for I PS 30; 75.1 (12.4) for Remanium; 71.2 (14.3) for Heranium P; and 63.2 (10.9) for Wirobond C. Mean bond strengths for IPS 20 and IPS 30 were not significantly different, but were significantly (P<.001) higher than mean bond strengths for the other 4 alloys, which were not significantly different from each other.Conclusions. Bond strength of a dental ceramic to a Co-Cr alloy is dependent on the alloy composition.

O integralismo no sertão de São Paulo: um fascio de intelectuais

Pós-graduação em História - FCHS