Salinity Intrusion and Seasonal Water Quality Variations in the Tidal Canals of Cochin

The study conducted on the salinity intrusion and seasonal water quality variations in the tidal canals of cochin. The main objectives are, salinity intrusion profile, water quality variation of the surface water of the canals,hierarchical utility of the water bodies and to understand the non-conservative components in the water body. The parameters monitored werepH,temperature,alkalinity,conductivity,DO(dissolvedoxygen),COD(chemical oxygen demand),BOD(biochemical oxygen demand0,chloride, total hardness, calcium hardness, dissolved phosphate, nitrate, total iron, sulphate, turbidity, total coliform and SUVA at 254nm. The tidal canals of GCDA were found to be creeks extending to the interior, canals inter connecting parts of the estuary or canals with seasonally broken segments. Based on utility the canals could be classified as: canals heavely polluted and very saline,canals polluted by urban waste , canals having fresh water for most part of the year and not much polluted, fresh water bodies heavily polluted. During the rainy months carbon fixation by plankton is nonexistent,and during the dry months Chitrapuzha becomes a sink of phosphate. The study indicated abiotic subrouts for dissolved phosphate and revealed the potential pitfalls in LOICZ modeling exercise on sewage ladentidal canals. It was also found that all canals except for the canals of West cochin and chittoorpuzha have fresh water for some part of the year. The water quality index in the durable fresh water stretches was found to be of below average category.

Changes in amino acid enantiomers and microbial performance in soils from a subtropical mountain oasis in Oman abandoned for different periods

An important feature of maintaining the agricultural stability in millennia-old mountain oases of northern Oman is the temporary abandonment of terraces. To analyse the effects of a fallow period on soil microbial performance, i.e. microbial activity and microbial biomass, samples of eight terrace soils abandoned for different periods were collected in situ, assigned to four fallow age classes and incubated for 30 days in the laboratory after rewetting. The younger fallow age classes of 1 and 5 years were based on the records of the farmers’ recollections, the two older fallow age classes of 10–20 and 25–60 years according to the increase in the D -to- L ratio of valine and leucine enantiomers. The increase in these two ratios was in agreement with that of the D -to- L ratio of lysine. The strongest relationship was observed between the increase in the D -to- L ratio of lysine and the decrease in soil microbial biomass C. However, the most stringent coherence between the increase in fallow age and soil properties was revealed by the decreases in cumulative respiration and net N mineralisation rates with decreasing availability of substrate to soil microorganisms. During the 30-day incubation following rewetting, relative changes in microbial activity (respiration and net N mineralisation) and microbial biomass (C and N)indices were similar in the eight terrace soils on a fallow age-class-specific level, indicating that the same basic processes occurred in all of the sandy terrace soils investigated.

Associations between parental educational-occupational levels and cognitive performance in Spanish adolescents : The AVENA study

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Teams make it work : How team work engagement mediates between social resources and performance in teams

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Sleep quality perception in youth population

To assess sleep habits and sleep quality perception in a Colombian and Mexican youth sample. Materials and methods: following a sleep diary methodology with a questionnaire of 27 categorical and quantitative items, the assessment was done immediately upon awakening. Results: it was applied to 317 high school (n= 189) and undergrads (n= 128) in Bogotá, Colombia (n= 197) and México City, México (n= 120); 147 females (46,4%) and 170 males (53,6%). The mean age was 18,6 ± 2,81 years with a median and mode of 17 years. The Cronbach’s alpha obtained from 135 measurements during the study period was 0,86 and 0,57 from the mean values of 27 scale items. An inverse correlation was found between hours of sleep per night and number of naps (r= -0,12; p= 0,029); 38% of participants did not nap and slept on average 7,6 night hours or more (X2= 2,78; p= 0,047). The men took more naps than women (men 76,5%; women 55,6%; X2= 15,26; p= 0,000). A reduction of hours of sleep per night and the need for naps was significantly associated with participants’ gender. The mean and median hours of sleep per night (7,2 hours) was used to classify the population into two groups: sleep (+) 7,3 or more hours and sleep (-) 7,2 hours or less. These groups were compared. Conclusions: youth population evaluated showed a reduction of hours of sleep per night was found. This was associated to naps frequency and participant gender.

Reflections about physiotherapist professional performance in the field of physical activity

The physiotherapist professional activities, in the beginning were focused only in the clinical field, nowadays it has many different action fields including Physical Activity. Physical activity can be viewed from two dimensions: one biological, which is defined as any activity which requires energy expenditure involving the combined action of multiple systems; on the other side social, understood as a human activity concerning subjectivity conditions influenced by the environment where the individual and the community are developed. Given these dimensions as well as national and international benchmarks this paper’s objective is to present a series of reflections that the authors have done regarding the physiotherapist professional performance in the field of physical activity and the large possibilities derived from their practice in this field.

Etnic background and academic performance in Colombia

In Colombia, students from an ethnic group have a lower academic achievement with respect totheir non-ethnic peers in standardized test scores on math and language. This gap is persistentat a state level, especially in high ethnic density states. Using information from the state academictest (SABER 11), this study corroborates the existence of an academic gap between ethnicand non-ethnic students and, additionally, decomposes it in factors related to observable characteristics,such as family and school; and non-observable factors. The methodology proposed byBlinder and Oaxaca applied to quantile regression is used in order to determine the existence oftest score gaps throughout the distribution of academic performance. Results indicate that forstates where there is a statistically significant gap, a sizeable portion of it is attributed to nonobservablefactors. Nonetheless, at distinct levels of academic performance, the gap size and theextent to which it can be attributed non-observable factors vary according to the state

Water in our lives. 'El agua en nuestras vidas'.

Proyecto educativo indicado para el nivel de Educación Infantil que está basado en una metodología flexible e integradora de nuevas experiencias. El cuaderno plantea una serie de actividades pedagógicas que se recogen en trece fichas, desde dos perspectivas: una primera parte se centra en el estudio del agua a través de diferentes actividades que enfocan el tema desde diferentes áreas de conocimiento; la segunda parte, plantea actividades de intercambio que se pueden realizar con otras escuelas tanto a escala interregional como de Europa. El objetivo de las actividades es aprender a compartir e intercambiar experiencias pedagógicas con otros centros escolares. Las actividades han de estar integradas dentro del Proyecto Curricular de Centro.

The best job in the world. 'El mejor trabajo del mundo'.

Las Unidades de Evaluación se presentan como alternativa a las pruebas de rendimiento o exámenes. Una Unidad de Evaluación tiene tres partes esenciales: el escenario, las tareas y los inventarios de corrección. El 'escenario' es el estímulo, la situación significativa del contexto que se utiliza para movilizar los conocimientos; se utiliza un formato verbal (texto escrito) y otro no verbal (imágenes, tablas, gráficos, cuadros, etc.) que se extraen de cualquier fuente documental. Las 'tareas' permiten conocer, mediante la movilización de los conocimientos, cuál es la competencia alcanzada en el uso de procesos cognitivos, afectivos, sociales y funcionales, y el nivel de logro de los aprendizajes. Para que la información contenida sea completa (saber, hacer y querer) la Unidad de Evaluación debe incluir tareas que valoren aprendizajes receptivos, productivos y valorativos. El proceso de evaluación concluye con la corrección de tareas, realizada por el propio alumno o por el profesorado. Con carácter general, las tareas utilizadas en las Unidades de Evaluación se definen con diferentes formatos de respuesta y criterios de corrección. Esta Unidad de Evaluación se presenta como un modelo de evaluación competencial, en ningún caso pretende ser algo más que una ejemplificación que estimule la creación de materiales para la evaluación de las competencias básicas de los propios docentes. Elaborada por la Oficina de Evaluación de la Junta de Comunidades de Castilla-La Mancha para su aplicación en las pruebas de acceso a los Ciclos Formativos de Grado Medio en la convocatoria de junio de 2009

Intelligences and styles in language teaching : what is the difference?. 'Inteligencias y estilos en la instrucción de lenguas : ¿cúal es la diferencia?'.

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There's an awful lot of weirdos in our neighbourhood : a book of rather silly poems and pictures.

Un libro de poemas más bien tonto, en el que vemos como hay un montón de raritos a nuestro alrededor.

Who's who in our street?

En la misma calle varias familias conviven, se relacionan, se echan una mano cuando alguien lo necesita. Aún con su agitada vida, encuentran momentos para reunirse, reír, jugar, comer, ver la televisión y divertirse.

Good practice in science teaching : what research has to say.

Ofrece un panorama completo de las principales áreas de investigación en la enseñanza científica. Esta nueva edición incluye el aprendizaje de las ciencias en contextos informales y el desarrollo profesional del docente, así como refleja los cambios y avances habidos en su enseñanza. También, es una guía para profesores de ciencias de niños de todas las edades.

Religions in the world.

Libro de texto de nivel 3 (Key Stage 3) para el primer ciclo de educación secundaria. Contiene la historia de las religiones del mundo e incluye: Budismo, Cristianismo, Hinduismo, Islam, Judaísmo, Sijismo o Sikhismo. El objetivo del libro es proporcionar las habilidades y conocimientos necesarios para comprender a las personas con creencias diferentes a las del alumno y ayudarlos a reflexionar sobre el impacto de la religión en los acontecimientos mundiales, las diferencias que la religión marca en la vida, y cómo la religión influye en la forma de actuar de las personas.

Problems in solving problems : what is new : are we looking at the correct Place?. 'Problemas sobre resolución de problemas : que hay de nuevo : ¿estamos mirando hacia el lugar correcto?'.

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