Expressão geofísica-estrutural do lineamento transbrasiliano na porção central da Bacia do Parnaíba (Maranhão-Piauí)

The objective of this study was to characterize the structural-geophysical expression of the Transbrasiliano Lineament (TBL) in the east-central portion of the Parnaíba Basin. The TBL corresponds to a major Neoproterozoic NE-trending shear zone related to the Brasiliano orogenic cycle, with dextral strike-slip kinematics, underlying (but also laterally exposed in the NE and SW basin edges) the sedimentary section of the Parnaíba Basin. In this study, the interpretation of gravity and magnetic anomaly maps is consistent with the TBL kinematics, the signature of the geophysical anomalies corresponding to the high (plastic behaviour) and subsequent declining temperature (ductile to brittle behaviour) stages during Brasiliano and late Brasiliano times. The pattern of residual gravity anomalies is compatible with an S-C dextral pair shaping the geological bodies of an heterogeneous basement, such as slices of gneisses and granulites (positive anomalies), granitic and low-medium grade metasedimentary rocks (negative anomalies). Such anomalies curvilinear trends, ranging from NNE (interpreted as S surfaces) to NE (C surfaces), correspond to flattening surfaces (S), while the NE rectilinear trend must represent a C band. The narrower magnetic anomalies also display NNE to NE (S surfaces) trends and should correspond to similar (although narrower and more discontinuous) sources in the equivalent anomaly patterns. Pre-Silurian pull-apart style grabens may contribute to the NE negative gravimetric anomalies, although this interpretation demands control by seismic data analysis. On the other hand, the curvilinear anomalies associated to contractional trends are incompatible with their interpretation as pre-Silurian graben, in both maps. In the (reduced to the pole) magnetic anomalies map, most of these are again associated to low-temperature shear zones (C planes) and faults, juxtaposing distinct blocks in terms of magnetic properties, or eventually filled with basic bodies. It is also possible that some isolated magnetic anomalies correspond to igneous bodies of late-Brasiliano or Mesozoic age. The basement late discontinuities pattern can be interpreted in analogy to the Riedel fractures model, with steep dipping surfaces and a sub-horizontal movement section. This study also explored 2D gravity modeling controlled by the interpretation of a dip seismic line as regards to the Transbrasiliano Lineament. The rock section equivalent to the Jaibaras Group occupying a graben structure (as identified in the seismic line) corresponds to a discrete negative anomaly superimposed to a gravimetric high, once again indicating a stronger influence of older crystalline basement rocks as gravimetric sources, mainly reflecting the heterogeneities and anisotropies generated at high temperature conditions and their subsequent cooling along the TBL, during the Brasiliano cycle.

Expressão geofísica-estrutural do lineamento transbrasiliano na porção central da Bacia do Parnaíba (Maranhão-Piauí)

The objective of this study was to characterize the structural-geophysical expression of the Transbrasiliano Lineament (TBL) in the east-central portion of the Parnaíba Basin. The TBL corresponds to a major Neoproterozoic NE-trending shear zone related to the Brasiliano orogenic cycle, with dextral strike-slip kinematics, underlying (but also laterally exposed in the NE and SW basin edges) the sedimentary section of the Parnaíba Basin. In this study, the interpretation of gravity and magnetic anomaly maps is consistent with the TBL kinematics, the signature of the geophysical anomalies corresponding to the high (plastic behaviour) and subsequent declining temperature (ductile to brittle behaviour) stages during Brasiliano and late Brasiliano times. The pattern of residual gravity anomalies is compatible with an S-C dextral pair shaping the geological bodies of an heterogeneous basement, such as slices of gneisses and granulites (positive anomalies), granitic and low-medium grade metasedimentary rocks (negative anomalies). Such anomalies curvilinear trends, ranging from NNE (interpreted as S surfaces) to NE (C surfaces), correspond to flattening surfaces (S), while the NE rectilinear trend must represent a C band. The narrower magnetic anomalies also display NNE to NE (S surfaces) trends and should correspond to similar (although narrower and more discontinuous) sources in the equivalent anomaly patterns. Pre-Silurian pull-apart style grabens may contribute to the NE negative gravimetric anomalies, although this interpretation demands control by seismic data analysis. On the other hand, the curvilinear anomalies associated to contractional trends are incompatible with their interpretation as pre-Silurian graben, in both maps. In the (reduced to the pole) magnetic anomalies map, most of these are again associated to low-temperature shear zones (C planes) and faults, juxtaposing distinct blocks in terms of magnetic properties, or eventually filled with basic bodies. It is also possible that some isolated magnetic anomalies correspond to igneous bodies of late-Brasiliano or Mesozoic age. The basement late discontinuities pattern can be interpreted in analogy to the Riedel fractures model, with steep dipping surfaces and a sub-horizontal movement section. This study also explored 2D gravity modeling controlled by the interpretation of a dip seismic line as regards to the Transbrasiliano Lineament. The rock section equivalent to the Jaibaras Group occupying a graben structure (as identified in the seismic line) corresponds to a discrete negative anomaly superimposed to a gravimetric high, once again indicating a stronger influence of older crystalline basement rocks as gravimetric sources, mainly reflecting the heterogeneities and anisotropies generated at high temperature conditions and their subsequent cooling along the TBL, during the Brasiliano cycle.

Estimation of sea surface temperatures and salinity of ODP Site 177-1089 (Appendix A)

ODP Site 1089 is optimally located in order to monitor the occurrence of maxima in Agulhas heat and salt spillage from the Indian to the Atlantic Ocean. Radiolarian-based paleotemperature transfer functions allowed to reconstruct the climatic history for the last 450 kyr at this location. A warm sea surface temperature anomaly during Marine Isotope Stage (MIS) 10 was recognized and traced to other oceanic records along the surface branch of the global thermohaline (THC) circulation system, and is particularly marked at locations where a strong interaction between oceanic and atmospheric overturning cells and fronts occurs. This anomaly is absent in the Vostok ice core deuterium, and in oceanic records from the Antarctic Zone. However, it is present in the deuterium excess record from the Vostok ice core, interpreted as reflecting the temperature at the moisture source site for the snow precipitated at Vostok Station. As atmospheric models predict a subtropical Indian source for such moisture, this provides the necessary teleconnection between East Antarctica and ODP Site 1089, as the subtropical Indian is also the source area of the Agulhas Current, the main climate agent at our study location. The presence of the MIS 10 anomaly in the delta13C foraminiferal records from the same core supports its connection to oceanic mechanisms, linking stronger Agulhas spillover intensity to increased productivity in the study area. We suggest, in analogy to modern oceanographic observations, this to be a consequence of a shallow nutricline, induced by eddy mixing and baroclinic tide generation, which are in turn connected to the flow geometry, and intensity, of the Agulhas Current as it flows past the Agulhas Bank. We interpret the intensified inflow of Agulhas Current to the South Atlantic as responding to the switch between lower and higher amplitude in the insolation forcing in the Agulhas Current source area. This would result in higher SSTs in the Cape Basin during the glacial MIS 10, due to the release into the South Atlantic of the heat previously accumulating in the subtropical and equatorial Indian and Pacific Ocean. If our explanation for the MIS 10 anomaly in terms of an insolation variability switch is correct, we might expect that a future Agulhas SSST anomaly event will further delay the onset of next glacial age. In fact, the insolation forcing conditions for the Holocene (the current interglacial) are very similar to those present during MIS 11 (the interglacial preceding MIS 10), as both periods are characterized by a low insolation variability for the Agulhas Current source area. Natural climatic variability will force the Earth system in the same direction as the anthropogenic global warming trend, and will thus lead to even warmer than expected global temperatures in the near future.

Nancy Spero: pain and politics, 1966-1976

The ten-year period that started with Nancy Spero’s War Series (1966-70) and ended with the completion of Torture of Women (1974-6) were of vital importance to the development of this key figure of feminist art. This was the moment when Spero turned her focus to politics, departing from a practice that was concerned with personal disaffection, instead focusing on profoundly social concerns. Essential to this evolution is a focus on pain. From the War Series through the Artaud Paintings (1970-71), Codex Artaud (1971-2), and Torture of Women, pain, both internal and external, was imagined in multiple forms. In Spero’s explorations of the theme, pain becomes metaphoric of the experience of women living under patriarchy, an amorphous but still profoundly disabling sensation that attacks both body and mind. This thesis explores Spero’s use of physical pain during moment of feminist art’s emergence, seeing it as a political metaphor for the way in which patriarchy invisibly controls and undermines women. Framed broadly by the question of art's relationship with politics during this turbulent period of anti-war and feminist activism, this thesis closely examines the way in which an analogy to pain figures the body in the work in complex terms, pursuing an ideological ambition through recourse to feeling.

Las representaciones construidas por estudiantes universitarios acerca del modelo científico de membrana citoplasmática. Diagnóstico y relevancia en el proceso de enseñanza aprendizaje

Aprender ciencia requiere aprender modelos y reconstruirlos en el aula. Los docentes que enseñan ciencia utilizan habitualmente en sus clases modelos científicos, los cuales constituyen una forma de representar la realidad. Se les atribuye a los modelos diferentes funciones: representar estructuras y fenómenos, ayudar en la visualización de entidades abstractas o microscópicas, asistir en la interpretación de resultados experimentales, entre otras. Los modelos científicos requieren un elevado nivel de abstracción, esto hace que muchas veces el alumnado encuentre dificultad en la comprensión e interpretación de los mismos. El presente trabajo se propone caracterizar las representaciones construidas por alumnos universitarios de la carrera de Psicología sobre el modelo de membrana citoplasmática y analizar su utilidad en las clases de Biología y su relevancia en el proceso de enseñanza aprendizaje. Para este fin se utilizó como instrumento una encuesta, elaborada ad hoc, que fue procesada a través de una estrategia metodológica mixta, estableciendo categorías. A partir del análisis del modelo explícito de la membrana citoplasmática expresado por los alumnos en las respuestas, se pondrán de manifiesto las características de los modelos mentales elaborados por ellos. De los resultados se desprende que aquellas investigaciones que se propongan interpretar la manera en que las personas construyen sus representaciones sobre determinados fenómenos, aportarán a la didáctica de las ciencias para mejorar el aprendizaje de los estudiantes; por otro lado se concluye que la analogía del modelo de membrana como mosaico fluido resulta poco significativa para los alumnos, que a menudo incorporan estos conceptos memorísticamente, representando un modelo que no es completamente científico. El trabajo con imágenes exige la mediación didáctica; resulta por eso necesario que los docentes comprendan que el razonamiento basado en modelos es una habilidad altamente deseable, pero requiere extenso entrenamiento y práctica dentro del ámbito áulico

Las representaciones construidas por estudiantes universitarios acerca del modelo científico de membrana citoplasmática. Diagnóstico y relevancia en el proceso de enseñanza aprendizaje

Aprender ciencia requiere aprender modelos y reconstruirlos en el aula. Los docentes que enseñan ciencia utilizan habitualmente en sus clases modelos científicos, los cuales constituyen una forma de representar la realidad. Se les atribuye a los modelos diferentes funciones: representar estructuras y fenómenos, ayudar en la visualización de entidades abstractas o microscópicas, asistir en la interpretación de resultados experimentales, entre otras. Los modelos científicos requieren un elevado nivel de abstracción, esto hace que muchas veces el alumnado encuentre dificultad en la comprensión e interpretación de los mismos. El presente trabajo se propone caracterizar las representaciones construidas por alumnos universitarios de la carrera de Psicología sobre el modelo de membrana citoplasmática y analizar su utilidad en las clases de Biología y su relevancia en el proceso de enseñanza aprendizaje. Para este fin se utilizó como instrumento una encuesta, elaborada ad hoc, que fue procesada a través de una estrategia metodológica mixta, estableciendo categorías. A partir del análisis del modelo explícito de la membrana citoplasmática expresado por los alumnos en las respuestas, se pondrán de manifiesto las características de los modelos mentales elaborados por ellos. De los resultados se desprende que aquellas investigaciones que se propongan interpretar la manera en que las personas construyen sus representaciones sobre determinados fenómenos, aportarán a la didáctica de las ciencias para mejorar el aprendizaje de los estudiantes; por otro lado se concluye que la analogía del modelo de membrana como mosaico fluido resulta poco significativa para los alumnos, que a menudo incorporan estos conceptos memorísticamente, representando un modelo que no es completamente científico. El trabajo con imágenes exige la mediación didáctica; resulta por eso necesario que los docentes comprendan que el razonamiento basado en modelos es una habilidad altamente deseable, pero requiere extenso entrenamiento y práctica dentro del ámbito áulico

Las representaciones construidas por estudiantes universitarios acerca del modelo científico de membrana citoplasmática. Diagnóstico y relevancia en el proceso de enseñanza aprendizaje

Aprender ciencia requiere aprender modelos y reconstruirlos en el aula. Los docentes que enseñan ciencia utilizan habitualmente en sus clases modelos científicos, los cuales constituyen una forma de representar la realidad. Se les atribuye a los modelos diferentes funciones: representar estructuras y fenómenos, ayudar en la visualización de entidades abstractas o microscópicas, asistir en la interpretación de resultados experimentales, entre otras. Los modelos científicos requieren un elevado nivel de abstracción, esto hace que muchas veces el alumnado encuentre dificultad en la comprensión e interpretación de los mismos. El presente trabajo se propone caracterizar las representaciones construidas por alumnos universitarios de la carrera de Psicología sobre el modelo de membrana citoplasmática y analizar su utilidad en las clases de Biología y su relevancia en el proceso de enseñanza aprendizaje. Para este fin se utilizó como instrumento una encuesta, elaborada ad hoc, que fue procesada a través de una estrategia metodológica mixta, estableciendo categorías. A partir del análisis del modelo explícito de la membrana citoplasmática expresado por los alumnos en las respuestas, se pondrán de manifiesto las características de los modelos mentales elaborados por ellos. De los resultados se desprende que aquellas investigaciones que se propongan interpretar la manera en que las personas construyen sus representaciones sobre determinados fenómenos, aportarán a la didáctica de las ciencias para mejorar el aprendizaje de los estudiantes; por otro lado se concluye que la analogía del modelo de membrana como mosaico fluido resulta poco significativa para los alumnos, que a menudo incorporan estos conceptos memorísticamente, representando un modelo que no es completamente científico. El trabajo con imágenes exige la mediación didáctica; resulta por eso necesario que los docentes comprendan que el razonamiento basado en modelos es una habilidad altamente deseable, pero requiere extenso entrenamiento y práctica dentro del ámbito áulico

British Romantic Criticism and the Fine Arts: A Study in Philosophical Theories of Literary Unity

This dissertation is an exploration of how a small but important group of Romantic critics, finding fault in the ideal of three unities developed by neoclassical Academicians and wrongly attributed to Aristotle, turned to the terminology and practices of the fine arts to emphasize their conception of organic unity in literature. The Romantic analogy to painting in particular enables a philosophical criticism of literature to present the aesthetic semblance of painting, the comprehension of a multitude of details in a harmonious whole that is a natural unity to its medium, as a paradigm of modern-romantic poetry and its aspirations to similar complexity, particularity, and imaginative colour. Further, in extension of the French Querelle des anciens et des modernes of the seventeenth century, the division of ancient and romantic art by Romantic critics like August Schlegel, Samuel Taylor Coleridge, and William Hazlitt not only establishes an ethnological and historical difference between the artistic productions of these two cultural periods but also allows, unlike the neoclassical unities, a non-anachronistic philosophical vocabulary of whole and parts or of the general and particular in the criticism of poetry, which involution provides a “rule” more consonant with the laws of the imagination rather than with the rhetorical and absolutist dicta that were thither available in the literary canon.

A First Step Towards Synthesising Rubrics and Video for the Formative Assessment of Complex Skills

Abstract. The performance objectives used for the formative assessment of com- plex skills are generally set through text-based analytic rubrics[1]. Moreover, video modeling examples are a widely applied method of observational learning, providing students with context-rich modeling examples of complex skills that act as an analogy for problem solving [1]. The purpose of this theoretical paper is to synthesize the components of video modeling and rubrics to support the formative assessment of complex skills. Based on theory, we argue that application of the developed Video Enhanced Rubrics (VER) fosters learners’ development of mental models, quality of provided feedback by various actors and finally, the learners mastery of complex skills.

New Observations of Balmer Continuum Flux in Solar Flares:Instrument Description and First Results

Increase in the Balmer continuum radiation during solar flares was predicted by various authors, but has never been firmly confirmed observationally using ground-based slit spectrographs. Here we describe a new post-focal instrument, the image selector, with which the Balmer continuum flux can be measured from the whole flare area, in analogy to successful detections of flaring dMe stars. The system was developed and put into operation at the horizontal solar telescope HSFA2 of the Ondřejov Observatory. We measure the total flux by a fast spectrometer from a limited but well-defined region on the solar disk. Using a system of diaphragms, the disturbing contribution of a bright solar disk can be eliminated as much as possible. Light curves of the measured flux in the spectral range 350 – 440 nm are processed, together with the Hα images of the flaring area delimited by the appropriate diaphragm. The spectral flux data are flat-fielded, calibrated, and processed to be compared with model predictions. Our analysis of the data proves that the described device is sufficiently sensitive to detect variations in the Balmer continuum during solar flares. Assuming that the Balmer-continuum kernels have at least a similar size as those visible in Hα, we find the flux increase in the Balmer continuum to reach 230 – 550 % of the quiet continuum during the observed X-class flare. We also found temporal changes in the Balmer continuum flux starting well before the onset of the flare in Hα.

Bio-fuelling the Hummer? Transdisciplinary Thoughts on Techno-Optimism and Innovation in the Transition from Unsustainability

An overarching aim of this chapter is to offer an informed and critical analysis of ‘techno-optimism’, informed by an explicitly transdisciplinary approach. A transdisciplinary perspective is one in which knowledge production goes beyond the academy to include end non-academic stakeholders and users. In effect it seeks to ‘upstream’ the involvement of non-academic interests in research design and knowledge production, as opposed to limiting those non-academic interests to the dissemination end point stage of research, which is the dominant research model. Techno-optimism is understood as an exaggerated and unwarranted belief in human technological abilities to solve problems of unsustainability while minimising or denying the need for large-scale social, economic and political transformation. More specifically, techno-optimism is the belief that the negative environmental and social costs of high-consumption, affluent, consumer societies and associated ways of life within capitalist orthodox economic growth orientated socio-economic systems, can be solved or eradicated through technological innovation and breakthroughs. Business as usual can be ‘greened’; a capitalist, growth-based economy can be made more ‘resource efficient’, consumerism less ‘resource intensive’ (and maybe a little bit more ethical). Techno-optimism, to be deliberately provocative for a moment, can therefore be described as a ‘biofuel the hummer’ response to the challenges (and opportunities) of the crisis of unsustainability. What I mean by that analogy is the seductive promise and premise of techno-optimism of not questioning or doubting the status quo (the hummer), hence it’s putative (but entirely false) non-political character. The capitalist, consumerist, growth-based socio-economic system is thus removed from critical analysis (usually on the implicit or explicit assumption of either the normative rightness of this system, or on strategic political grounds that it is naive or utopian to envisage widespread support for a non or post-capitalist consumer system). Techno-optimism simply enables a different means (biofuel) to the same ends.

Validade científica de conhecimento epidemiológico gerado com base no estudo Saúde Bucal Brasil 2003

NARVAI, Paulo Capel et al. Validade científi ca de conhecimento epidemiológico gerado com base no estudo Saúde Bucal Brasil 2003. Caderno de saúde pública, Rio de Janeiro, v. 26, n. 4, p. 647-670, abr. 2010.

Designing and Developing Digital and Blended Learning Solutions

Chapter 6 concerns ‘Designing and developing digital and blended learning solutions’, however, despite its title, it is not aimed at developing L&D professionals to be technologists (in so much as how Chapter 3 is not aimed at developing L&D professionals to be accounting and financial experts). Chapter 6 is about developing L&D professionals to be technology savvy. In doing so, I adopt a culinary analogy in presenting this chapter, where the most important factors in creating a dish (e.g. blended learning), are the ingredients and the flavour each of it brings. The chapter first explores the typical technologies and technology products that are available for learning and development i.e. the ingredients. I then introduce the data Format, Interactivity/ Immersion, Timing, Content (creation and curation), Connectivity and Administration (FITCCA) framework, that helps L&D professionals to look beyond the labels of technologies in identifying what the technology offers, its functions and features, which is analogous to the ‘flavours’ of the ingredients. The next section discusses some multimedia principles that are important for L&D professionals to consider in designing and developing digital learning solutions. Finally, whilst there are innumerable permutations of blended learning, this section focuses on the typical emphasis in blended learning and how technology may support such blends.

New Chinese Words in 2014 – A Study of Word-formation Processes

随着社会的发展，尤其是互联网的发展，很多语言每年都涌现出了不少新词汇。词语是每个语言最基本也是最重要的组成部分，因此分析这些新词汇的结构特点以及构词法是很有意义的。这篇文章分析了2014年出现在中文里的新词汇和它们的构词方式，论文的目的是为了更好地了解中文词汇的发展和特点。本文以《2014汉语新词语》中公布的2014年出现的新词汇作为语料进行分析，发现了以下两个主要特点：第一，合成法，派生法，缩略法是2014年产生的新词汇的主要构词方式；第二， 百分之七十二的新词汇是多音节词（包含三个或者三个以上音节），而百分之八十的是名词。这些特点说明中文词汇现阶段的特点和发展趋势，跟传统的中文词汇有不同之处。

Peat Bog Ecosystems: Peatland Restoration

Peatland restoration involves giving aid to a complex ecosystem which has been damaged in some way. A reasonable analogy is a patient brought to a hospital for urgent treatment. When arriving at Accident & Emergency , the first priority of the medical team is to stabilise the patient’s condition. Only after the patient’s condition has been assessed and then stabilised can the team begin to think about the longer - term process of healing and recovery. A similar logic is applied to peatland s . First , stabilisation is required to prevent further degradation, following which restoration can focus on the recovery of the ecosystem.