New data on the Vrancea Nappe (Moldavidian Basin, Outer Carpathian Domain, Romania): paleogeographic and geodynamic reconstructions

A study has been performed on the Cretaceous to Early Miocene succession of the Vrancea Nappe (Outer Carpathians, Romania), based on field reconstruction of the stratigraphic record, mineralogical-petrographic and geochemical analyses. Extra-basinal clastic supply and intra-basinal autochthonous deposits have been differentiated, appearing laterally inter-fingered and/or interbedded. The main clastic petrofacies consist of calcarenites, sub-litharenites, quartzarenites, sub-arkoses, and polygenic conglomerates derived from extra-basinal margins. An alternate internal and external provenance of the different supplies is the result of the paleogeographic re-organization of the basin/margins system due to tectonic activation and exhumation of rising areas. The intra-basinal deposits consist of black shales and siliceous sediments (silexites and cherty beds), evidencing major environmental changes in the Moldavidian Basin. Organic-matter-rich black shales were deposited during anoxic episodes related to sediment starvation and high nutrient influx due to paleogeographic isolation of the basin caused by plate drifting. The black shales display relatively high contents in sub-mature to mature, Type II lipidic organic matter (good oil and gas-prone source rocks) constituting a potentially active petroleum system. The intra-basinal siliceous sediments are related to oxic pelagic or hemipelagic environments under tectonic quiescence conditions although its increase in the Oligocene part of the succession can be correlated with volcanic supplies. The integration of all the data in the “progressive reorientation of convergence direction” Carpathian model, and their consideration in the framework of a foreland basin, led to propose some constrains on the paleogeographic-geodynamic evolutionary model of the Moldavidian Basin from the Late Cretaceous to the Burdigalian.

Atividade física adaptada na população com necessidades especiais

Na área da deficiência exige-se a intervenção de técnicos de diversas especialidades, atuando de forma articulada e concertada para responder às necessidades das pessoas com necessidades especiais. Neste contexto, o papel da atividade física, quando inserida em estilos de vida saudáveis, merece particular destaque, enquanto instrumento essencial para a melhoria da condição física, da qualidade de vida e do bem-estar das pessoas com deficiência. O conceito de atividade física na população com deficiência está igualmente associado a vertentes como a reabilitação, educação, competição e recreação, sendo cada vez mais evidente a ênfase colocada nos seus benefícios físicos, sociais e psicológicos. Em suma: a atividade física adaptada parece poder contribuir para desencadear efeitos positivos na sua saúde. O objetivo principal foi consolidar a visão estrutural e teórica do conceito de deficiência, necessidades especiais, atividade física adaptada e estilos de vida saudáveis.

Papel do educador na avaliação e intervenção de crianças com necessidades educativas especiais

Relátorio de estágio apresentado para obtenção do grau de Mestre na especialidade de Educação Pré-escolar

Averiguação da articulação entre os documentos que regulam a prática pedagógica e a avaliação externa, no 1.º Ciclo, no que refere à escrita

Relatório de estágio apresentado para a obtenção do grau de Mestre - Especialização de pré-Escolar e 1º ciclo de ensino

Images : Illinois manual for assuring guaranteed educational services /

Mode of access: Internet.

Perchloric acid; authentic, scientific and practical considerations relative to its use as an important research and routine analytical chemical reagent with special reference to rapidity, accuracy and economy.

Mode of access: Internet.

Violence in U.S. public schools : 2000 school survey on crime and safety /

"NCES 2004-314."

Special report on the teaching of music in the elementary schools /

Mode of access: Internet.

Intelligent agent supported personalization for virtual learning environments

Virtual learning environments (VLEs) are computer-based online learning environments, which provide opportunities for online learners to learn at the time and location of their choosing, whilst allowing interactions and encounters with other online learners, as well as affording access to a wide range of resources. They have the capability of reaching learners in remote areas around the country or across country boundaries at very low cost. Personalized VLEs are those VLEs that provide a set of personalization functionalities, such as personalizing learning plans, learning materials, tests, and are capable of initializing the interaction with learners by providing advice, necessary instant messages, etc., to online learners. One of the major challenges involved in developing personalized VLEs is to achieve effective personalization functionalities, such as personalized content management, learner model, learner plan and adaptive instant interaction. Autonomous intelligent agents provide an important technology for accomplishing personalization in VLEs. A number of agents work collaboratively to enable personalization by recognizing an individual's eLeaming pace and reacting correspondingly. In this research, a personalization model has been developed that demonstrates dynamic eLearning processes; secondly, this study proposes an architecture for PVLE by using intelligent decision-making agents' autonomous, pre-active and proactive behaviors. A prototype system has been developed to demonstrate the implementation of this architecture. Furthemore, a field experiment has been conducted to investigate the performance of the prototype by comparing PVLE eLearning effectiveness with a non-personalized VLE. Data regarding participants' final exam scores were collected and analyzed. The results indicate that intelligent agent technology can be employed to achieve personalization in VLEs, and as a consequence to improve eLeaming effectiveness dramatically.

Predictive validity of three ActiGraph energy expenditure equations for children

Purpose: This Study evaluated the predictive validity of three previously published ActiGraph energy expenditure (EE) prediction equations developed for children and adolescents. Methods: A total of 45 healthy children and adolescents (mean age: 13.7 +/- 2.6 yr) completed four 5-min activity trials (normal walking. brisk walking, easy running, and fast running) in ail indoor exercise facility. During each trial, participants were all ActiGraph accelerometer oil the right hip. EE was monitored breath by breath using the Cosmed K4b(2) portable indirect calorimetry system. Differences and associations between measured and predicted EE were assessed using dependent t-tests and Pearson correlations, respectively. Classification accuracy was assessed using percent agreement, sensitivity, specificity, and area under the receiver operating characteristic (ROC) curve, Results: None of the equations accurately predicted mean energy expenditure during each of the four activity trials. Each equation, however, accurately predicted mean EE in at least one activity trial. The Puyau equation accurately predicted EE during slow walking. The Trost equation accurately predicted EE during slow running. The Freedson equation accurately predicted EE during fast running. None of the three equations accurately predicted EE during brisk walking. The equations exhibited fair to excellent classification accuracy with respect to activity intensity. with the Trost equation exhibiting the highest classification accuracy and the Puyau equation exhibiting the lowest. Conclusions: These data suggest that the three accelerometer prediction equations do not accurately predict EE on a minute-by-minute basis in children and adolescents during overground walking and running. The equations maybe, however, for estimating participation in moderate and vigorous activity.

Supportive care needs of people with brain tumours and their carers

Goals of work: The diagnosis and treatment of a brain tumour may result in long-term changes in a patient's functional and social abilities and/or in a greatly reduced life span. A qualitative investigation was conducted to examine the supportive care needs of patients with brain tumour and their carers. Materials and methods: Overall, 18 patients and 18 carers participated in focus groups or telephone interviews, following a structured interview guide to elicit supportive care services of importance to these patients and carers. Main results: Six major themes were identified using the framework analysis method, including needs for information and coping with uncertainty, practical support, support to return to pretreatment responsibilities or prepare for long-term care, support to deal with social isolation and organize respite care, support to overcome stigma/discrimination and support to discuss potentially reduced life expectancy. Conclusions: Five recommendations to improve service delivery include: assignment of a dedicated member of the care team or case manager; proactive dissemination of information, education and psychosocial support; access to objective assessment of neuropsychological functioning; facilitating easier access to welfare payments; and services facilitating communication about difficult illness-related topics. Provision of services along these recommendations could improve supportive care of brain tumour patients and their carers.

Whither critical pedagogy in the neo-liberal university today? Two UK practitioners' reflections on constraints and possibilities

This paper, based on the reflections of two academic social scientists, offers a starting point for dialogue about the importance of critical pedagogy within the university today, and about the potentially transformative possibilities of higher education more generally. We first explain how the current context of HE, framed through neoliberal restructuring, is reshaping opportunities for alternative forms of education and knowledge production to emerge. We then consider how insights from both critical pedagogy and popular education inform our work in this climate. Against this backdrop, we consider the effects of our efforts to realise the ideals of critical pedagogy in our teaching to date and ask how we might build more productive links between classroom and activist practices. Finally, we suggest that doing so can help facilitate a more fully articulated reconsideration of the meanings, purposes and practices of HE in contemporary society. This paper also includes responses from two educational developers, Janet Strivens and Ranald Macdonald, with the aim of creating a dialogue on the role of critical pedagogy in higher education.

Linearly Normal Curves in P^n

2000 Mathematics Subject Classification: 14H45, 14H50, 14J26.

Иновации в математическото образование: европейските проекти InnoMathEd и Fibonacci

Petar Kenderov The paper considers the participation of the Institute of Mathematics and Informatics at the Bulgarian Academy of Sciences, into two European projects, InnoMathEd and Fibonacci. Both projects address substantial innovations in mathematics education and their dissemination on European level. Inquiry based learning is the central focus of the two projects. A special emphasis is paid on the outcomes of the projects in terms of didactic concepts, pedagogical methodologies and innovative learning environments aimed at pupils’ active, self-responsible and exploratory learning.

Върху два подхода за преподаване на понятията в курса по компютърна топология

Kalin Georgiev, Dimitrina Stavrova - We consider two approaches for introducing topological notions in a course of Computational Topology. One is an intuitive inductive introduction of a notion; the other is theoretical-analytical one. As an example we treat the notions of interior, closure and boundary of a set in a topological space. We analyze several visual representations as well as analytical ones. Examples of tests and quiz problems are considered. Comparisons of student’s achievement on different type of problems are presented.