Avaliações externas e em larga escala nas redes de educação básica dos Estados brasileiros

Pós-graduação em Educação - FCT

Fechamento de defeitos em padrão de figura geométrica associado ao emprego de anestesia por tumescência com lidocaína em coelhos (oryctolagus cuniculus)

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Caracterização do comportamento e da ocorrência de acidentes entre escolares do 5º ano

Pós-graduação em Educação - FFC

Avaliação de hábitos de vida e proposta de fluxograma de encaminhamento de escolares com necessidades de cuidado nutricional

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Do acolhimento ao acompanhamento compartilhado: a construção colaborativa de uma proposta para o estágio curricular no curso de pedagogia

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

Segmentações não-convencionais de palavras em escolas públicas e privadas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Percepção e educação ambiental: contribuições metodológicas para o estudo das relações entre áreas naturais protegidas e instituições de ensino

Pós-graduação em Geografia - IGCE

STATE REGISTRATION AND LICENSING REGULATIONS: A NEW PROGRAM (OHIO)

We enacted a bill in Ohio this year, Senate Bill 445, that has to do with the application of pesticides. It is a very wide bill as you would normally look at it with most of the meat going to come from the regulations that are presently being written into it. In other words, the framework was developed and accepted by the two houses in our state legislature and empowered the Director of Agriculture to establish the regulations or the so-called teeth to this bill. The governor signed the bill in June and it became effective in September. The committees as of this time are meeting to develop philosophies and regulations that will be promulgated and brought into hearings and sifted through, and eventually, with a target date of December of this year, (1970), brought to the Director of Agriculture's office for acceptance. There is a committee established for rodent and bird control which is very well represented by our industry here in Ohio. John Beck (Rose Exterminator Company) is the chairman of the committee, William B. Jackson (Bowling Green State University) and Robert Yaeger (Cincinnati) are also on the committee. The important feature of this new law, in terms of pest control operators, is the examinations that will be required. We operators and our service people will both be tested and licensed, if sufficient proficiency is demonstrated on the tests. For your information they use a little different terminology in the bill than we in the industry normally use. We think of an applicator in the industry as service people. In the bill an applicator is defined as an operator. Therefore in reading the law the word operator means the man who does the job, the service man. Just the reverse is true in the industry. We think of the operator as the man who owns or manages the company while these people are referred to in the bill as applicators. The Bill calls for the development of schools for the training of our people throughout the state. Those of us who are in bird control should begin to prepare ourselves to meet this request, to be available for the schooling, have our people available for the schooling, and give this program all the co-operation that we can.

SELLING BIRD CONTROL

The remarks that I have prepared deal with direct contacts selling pest and bird control programs. I am going to limit my remarks to what I feel are the more important aspects of selling Bird Control. I think it is safe to say that one of the most difficult aspects of selling for most sales personnel is prospecting, that is, finding accounts to call on. Our sales personnel have to more or less come up with their own leads. They have to find out who to contact once they get there. I have found that the best prospect most of us have for selling Bird Control accounts are our present pest control accounts. Generally speaking, we try to main¬tain contact with our applicators in the field, who are in these accounts every day, asking them if there are any of their accounts that are having bird control problems. Another method of finding potential accounts, is driving around looking. It is more difficult to drive around and look for rat and/or roach problems, but generally speaking if a building or some type of business has a bird problem, it is fairly easy to locate. Another thing we can do is call on specific accounts. There are generally cer¬tain accounts that just by the manufacturing process do attract birds, for example: food plants, mills, beet plants, grain elevators, food processors, and so on. Other type operations which lend themselves to bird problems are industrial plants because of the super-structure (physical plant) that they have. Sub-stations and power plants are very attractive to birds. Some other situations that should be checked for bird problems are lumber yards and contractors' storage buildings. After deciding on a contact we get into what I call my basic four. There are four basic things that I try to impress upon our personnel to keep in mind when they go in to make a contact. The first one is the interview or actually making the contact so that you get an opportunity to have the interview, either calling for an appointment or making a "cold" call. The second one is closing for the survey. The third one is making the survey and preparing a proposal. The fourth and last one is the proposal presentation and closing of the sale. An additional item which would make a basic five is after you make the sale don't forget to follow up on the sale.

Schulische Umwelterziehung und Umweltbewußtsein

„Abstract“ Pantring, Heinz Schulische Umwelterziehung und Umweltbewußtsein. Eine empirische Untersuchung zur Umwelterziehung und zum Umweltbewußtsein an Wiesbadener Schulen. Das Ziel der als Fallstudie konzipierten Untersuchung bestand darin, die Wirksamkeit schulischer Umwelterziehung nicht nur auf der Wissens- und Einstellungsdimension des Umweltbewußtseins, sondern vor allen Dingen auf die Dimension des Umwelthandelns im Sinne von „ökologischem Tun“ in Abhängigkeit von manifesten Persönlichkeitsmerkmalen wie Alter, Geschlecht und Dauer des Schulbesuchs zu überprüfen. Diese Überprüfung geschah durch das Angebot an alle Schüler und Lehrer, sich an einer konkreten Umweltaktion - Anlage eines Feuchtbiotops - zu beteiligen. An den Fragebogenerhebungen waren 1821 Schüler der 4., 8. und 12. Klassen aus 19 Wiesbadener Grund- und weiterführenden Schulen beteiligt. Parallel wurden bei den 550 Lehrerinnen und Lehrern, die an den entsprechenden Schulen unterrichteten, unter anderem Ausmaß und Qualität schulischer Umwelterziehung und umweltbezogener Fortbildung sowie Aspekte der Ökologisierung von Schule und Ansichten zum Umweltunterricht erfaßt. Wesentliche Ergebnisse waren: 1) Die zur Zeit praktizierte umweltorientierte Lehrerfortbildung erreicht nur einen geschlossenen Teilnehmerkreis. 2) Eine qualitative Verbesserung des Umweltunterrichtes ist eher auf Privatinitiative, als auf ein umfassendes institutionalisiertes umweltbezogenes Fortbildungsange-bot zurückzuführen. 3) Grundschüler zeigen ein ausgeprägteres Umweltbewußtsein als Schüler weiterführender Schulen. 4) Ein Großteil der in den Grundschulen durch eine intensive Schüler - Lehrer - Interaktion erreichte Motivation für Umweltprobleme und Umweltthemen geht beim Übergang von den Grundschulen zu den weiterführenden Schulen - insbesondere Gymnasien - verloren. Im Alter von 13 - 16 Jahren fallen die Schüler in ein „Motivationsloch“ für Umwelt-erziehung. 5) Schüler zeigen eine deutliche Diskrepanz zwischen verbalem umweltorientierten Engagement und dem faktisch praktizierten „Ökologischen Tun“. 6) Es gibt keinen signifikanten Zusammenhang zwischen der umweltbezogenen Handlungsbereitschaft von Schülern und der Qualität des Umweltunterrichtes. 7) Das bei Schülern allgemein entwickelte Umweltbewußtsein hängt eher mit ihrer Sozialisation in einer umweltbewußteren Zeit als mit den unmittelbaren Anstrengungen der Schule zusammen.

Sistemi tecnologici innovativi di involucro per il recupero del patrimonio edilizio recente. L'edilizia scolastica nel Comune di Bologna

La ricerca è volta a presentare un nuovo approccio integrato, a supporto di operatori e progettisti, per la gestione dell’intero processo progettuale di interventi di riqualificazione energetica e architettonica del patrimonio edilizio recente, mediante l’impiego di soluzioni tecnologiche innovative di involucro edilizio. Lo studio richiede necessariamente l’acquisizione di un repertorio selezionato di sistemi costruttivi di involucro, come base di partenza per l’elaborazione di soluzioni progettuali di recupero delle scuole appartenenti al secondo dopoguerra, in conglomerato cementizio armato, prevalentemente prefabbricate. Il progetto individua procedimenti costruttivi ecocompatibili per la progettazione di componenti prefabbricati di involucro “attivo”, adattabile ed efficiente, da assemblare a secco, nel rispetto dei requisiti prestazionali richiesti dalle attuali normative. La ricerca è finalizzata alla gestione dell’intero processo, supportato da sistemi di rilevazione geometrica, collegati a software di programmazione parametrica per la modellazione di superfici adattabili alla morfologia dei fabbricati oggetto di intervento. Tali strumenti informatizzati CAD-CAM sono connessi a macchine a controllo numerico CNC per la produzione industrializzata degli elementi costruttivi “su misura”. A titolo esemplificativo dell’approccio innovativo proposto, si formulano due possibili soluzioni di involucro in linea con i paradigmi della ricerca, nel rispetto dei principi di sostenibilità, intesa come modularità, rapidità di posa, reversibilità, recupero e riciclo di materiali. In particolare, le soluzioni innovative sono accomunate dall’applicazione di una tecnica basata sull’assemblaggio di elementi prefabbricati, dall’adozione di una trama esagonale per la tassellazione della nuova superficie di facciata, e dall’utilizzo del medesimo materiale termico isolante, plastico e inorganico, riciclato ed ecosostenibile, a basso impatto ambientale (AAM - Alkali Activated Materials). Le soluzioni progettuali proposte, sviluppate presso le due sedi coinvolte nella cotutela (Università di Bologna, Université Paris-Est) sono affrontate secondo un protocollo scientifico che prevede: progettazione del sistema costruttivo, analisi meccanica e termica, sperimentazione costruttiva, verifica delle tecniche di messa in opera e dei requisiti prestazionali.

Youth and Young Adult Homelessness in Worcester, Massachusetts:

Supporting Worcester’s ongoing effort to understand and address youth and young adult homelessness, the Community Roundtable on Youth Homelessness in conjunction with the Compass Project and Clark University conducted the fourth annual Point-in-Time Survey during October of 2012. Young people were surveyed at city shelters, youth programs, outside of schools, in parks, and on the streets of Worcester. Out of the 753 young people (ages 13to 25) surveyed, 120 (16%) dentified as homeless. We define homeless to include young people in shelters, staying with others temporarily (i.e. couch surfing) or on the streets. In addition to these 120 young people, another 220 youth who were housed reported that they had a friend who was homeless. As in prior years, when compared to their housed counterparts in the study, homeless youth: Have experienced more residential instability and family conflict; Have more precarious income situations; Are more likely to have children; Are more likely to have had involvement with the foster care and/or juvenile justice systems; and Have faced more barriers accessing services.

USING AUTO- AND CROSS-CORRELATIONS FROM SEISMIC NOISE TO MONITOR VELOCITY CHANGES AT VILLARRICA VOLCANO, CHILE

We used the Green's functions from auto-correlations and cross-correlations of seismic ambient noise to monitor temporal velocity changes in the subsurface at Villarrica volcano in the Southern Andes of Chile. Campaigns were conducted from March to October 2010 and February to April 2011 with 8 broadband and 6 short-period stations, respectively. We prepared the data by removing the instrument response, normalizing with a root-mean-square method, whitening the spectra, and filtering from 1 to 10 Hz. This frequency band was chosen based on the relatively high background noise level in that range. Hour-long auto- and cross-correlations were computed and the Green's functions stacked by day and total time. To track the temporal velocity changes we stretched a 24 hour moving window of correlation functions from 90% to 110% of the original and cross correlated them with the total stack. All of the stations' auto-correlations detected what is interpreted as an increase in velocity in 2010, with an average increase of 0.13%. Cross-correlations from station V01, near the summit, to the other stations show comparable changes that are also interpreted as increases in velocity. We attribute this change to the closing of cracks in the subsurface due either to seasonal snow loading or regional tectonics. In addition to the common increase in velocity across the stations, there are excursions in velocity on the same order lasting several days. Amplitude decreases as the station's distance from the vent increases suggesting these excursions may be attributed to changes within the volcanic edifice. In at least two occurrences the amplitudes at stations V06 and V07, the stations farthest from the vent, are smaller. Similar short temporal excursions were seen in the auto-correlations from 2011, however, there was little to no increase in the overall velocity.

International social work education at the crossroads

Social work has been a player in the international arena since 1928 when the International Association of Schools of Social Work (IASSW) was founded alongside its sister organisations, the International Federation of Social Workers (IFSW) and the International Council for Social Welfare (ICSW). These divided their remit into education, practice and policy respectively. Their development has been an interesting one, but the details of it need not detain us here. I only want to lay aside the argument that having an interest in the international domain is a new phenomenon in social work. At the same time, I want to emphasise how impressive it is that a profession that has been so tied into modernity, linked to the modern nation-state (Lorenz, 1994) and rooted in local legislation and traditions has such a long-standing history of involvements that have crossed borders to promote understanding and knowledge-building. In these encounters, social work educators and practitioners have engaged with others who were different from them while struggling to make their interactions egalitarian and respectful ones.

Herman D. Stein

Herman Stein, President of the International Association of Schools of Social Work from 1968 - 1976, has for more than sixty years excelled as an educator, scholar, internationalist, university administrator, and leader in a variety of professional associations. From almost the beginning of his career, the world has been the stage on which he has played those many roles, all of them with an abundance of talent. In fact, while he was in the graduate program of what is now the Columbia University School of Social Work, he had to decide whether to become a social worker or an actor. As an undergraduate he became involved in student theatrical productions, where he teamed up with the famous comedian, Danny Kaye, who became a life-long companion and friend. At the end of Steins first year in the social work program, he was invited to join an off-Broadway variety show that helped to launch Kaye on his meteoric rise on both stage and screen. "If I´d joined," Stein has said, "the theater probably was going to be where I would make my career as a character actor." Fortunately for social work and social work education, he chose instead to continue his studies at the School of Social Work, from which he received his master's degree in 1941 and the doctoral degree in 1958. While the world has been his stage, education has been at the heart of his manifold activities. Following a period of direct service practice as a caseworker in a well-known private agency in New York City, he was recruited by the Columbia School of Social Work in 1945 as a faculty member. With an interruption for a significant overseas assignment from 1947 to 1950, he continued at Columbia for another fourteen years, rising through all professorial ranks to Professor and Director of the School's Research Center.