Evidence of increased net ecosystem productivity associated with a longer vegetated season in a deciduous forest in south-central Indiana, USA

Observations of net ecosystem exchange (NEE) of carbon and its biophysical drivers have been collected at the AmeriFlux site in the Morgan-Monroe State Forest (MMSF) in Indiana, USA since 1998. Thus, this is one of the few deciduous forest sites in the world, where a decadal analysis on net ecosystem productivity (NEP) trends is possible. Despite the large interannual variability in NEP, the observations show a significant increase in forest productivity over the past 10 years (by an annual increment of about 10 g C m−2 yr−1). There is evidence that this trend can be explained by longer vegetative seasons, caused by extension of the vegetative activity in the fall. Both phenological and flux observations indicate that the vegetative season extended later in the fall with an increase in length of about 3 days yr−1 for the past 10 years. However, these changes are responsible for only 50% of the total annual gain in forest productivity in the past decade. A negative trend in air and soil temperature during the winter months may explain an equivalent increase in NEP through a decrease in ecosystem respiration.

An assessment of observed vertical flux divergence in long-term eddy-covariance measurements over two Midwestern forest ecosystems

Vertical divergence of CO2 fluxes is observed over two Midwestern AmeriFlux forest sites. The differences in ensemble averaged hourly CO2 fluxes measured at two heights above canopy are relatively small (0.2–0.5 μmol m−2 s−1), but they are the major contributors to differences (76–256 g C m−2 or 41.8–50.6%) in estimated annual net ecosystem exchange (NEE) in 2001. A friction velocity criterion is used in these estimates but mean flow advection is not accounted for. This study examines the effects of coordinate rotation, averaging time period, sampling frequency and co-spectral correction on CO2 fluxes measured at a single height, and on vertical flux differences measured between two heights. Both the offset in measured vertical velocity and the downflow/upflow caused by supporting tower structures in upwind directions lead to systematic over- or under-estimates of fluxes measured at a single height. An offset of 1 cm s−1 and an upflow/downflow of 1° lead to 1% and 5.6% differences in momentum fluxes and nighttime sensible heat and CO2 fluxes, respectively, but only 0.5% and 2.8% differences in daytime sensible heat and CO2 fluxes. The sign and magnitude of both offset and upflow/downflow angle vary between sonic anemometers at two measurement heights. This introduces a systematic and large bias in vertical flux differences if these effects are not corrected in the coordinate rotation. A 1 h averaging time period is shown to be appropriate for the two sites. In the daytime, the absolute magnitudes of co-spectra decrease with height in the natural frequencies of 0.02–0.1 Hz but increase in the lower frequencies (<0.01 Hz). Thus, air motions in these two frequency ranges counteract each other in determining vertical flux differences, whose magnitude and sign vary with averaging time period. At night, co-spectral densities of CO2 are more positive at the higher levels of both sites in the frequency range of 0.03–0.4 Hz and this vertical increase is also shown at most frequencies lower than 0.03 Hz. Differences in co-spectral corrections at the two heights lead to a positive shift in vertical CO2 flux differences throughout the day at both sites. At night, the vertical CO2 flux differences between two measurement heights are 20–30% and 40–60% of co-spectral corrected CO2 fluxes measured at the lower levels of the two sites, respectively. Vertical differences of CO2 flux are relatively small in the daytime. Vertical differences in estimated mean vertical advection of CO2 between the two measurement heights generally do not improve the closure of the 1D (vertical) CO2 budget in the air layer between the two measurement heights. This may imply the significance of horizontal advection. However, a reliable assessment of mean advection contributions in annual NEE estimate at these two AmeriFlux sites is currently an unsolved problem.

Joint data assimilation of satellite reflectance and net ecosystem exchange data constrains ecosystem carbon fluxes at a high-elevation subalpine forest

We utilized an ecosystem process model (SIPNET, simplified photosynthesis and evapotranspiration model) to estimate carbon fluxes of gross primary productivity and total ecosystem respiration of a high-elevation coniferous forest. The data assimilation routine incorporated aggregated twice-daily measurements of the net ecosystem exchange of CO2 (NEE) and satellite-based reflectance measurements of the fraction of absorbed photosynthetically active radiation (fAPAR) on an eight-day timescale. From these data we conducted a data assimilation experiment with fifteen different combinations of available data using twice-daily NEE, aggregated annual NEE, eight-day f AP AR, and average annual fAPAR. Model parameters were conditioned on three years of NEE and fAPAR data and results were evaluated to determine the information content from the different combinations of data streams. Across the data assimilation experiments conducted, model selection metrics such as the Bayesian Information Criterion and Deviance Information Criterion obtained minimum values when assimilating average annual fAPAR and twice-daily NEE data. Application of wavelet coherence analyses showed higher correlations between measured and modeled fAPAR on longer timescales ranging from 9 to 12 months. There were strong correlations between measured and modeled NEE (R2, coefficient of determination, 0.86), but correlations between measured and modeled eight-day fAPAR were quite poor (R2 = −0.94). We conclude that this inability to determine fAPAR on eight-day timescale would improve with the considerations of the radiative transfer through the plant canopy. Modeled fluxes when assimilating average annual fAPAR and annual NEE were comparable to corresponding results when assimilating twice-daily NEE, albeit at a greater uncertainty. Our results support the conclusion that for this coniferous forest twice-daily NEE data are a critical measurement stream for the data assimilation. The results from this modeling exercise indicate that for this coniferous forest, average annuals for satellite-based fAPAR measurements paired with annual NEE estimates may provide spatial detail to components of ecosystem carbon fluxes in proximity of eddy covariance towers. Inclusion of other independent data streams in the assimilation will also reduce uncertainty on modeled values.

Fluxes of CO(2) above a plantation of Eucalyptus in southeast Brazil

Eddy-covariance measurements of net ecosystem exchange of CO(2) (NEE) and estimates of gross ecosystem productivity (GEP) and ecosystem respiration (R(E)) were obtained in a 2-4 year old Eucalyptus plantation during two years with very different winter rainfall In the first (drier) year the annual NEE GEP and RE were lower than the sums in the second (normal) year and conversely the total respiratory costs of assimilated carbon were higher in the dry year than in the normal year Although the net primary production (NPP) in the first year was 23% lower than that of the second year the decrease in the carbon use efficiency (CUE = NPP/GEP) was 11% and autotrophic respiration utilized more resources in the first dry year than in the second normal year The time variations in NEE were followed by NPP because in these young Eucalyptus plantations NEE is very largely dominated by NPP and heterotrophic respiration plays only a relatively minor role During the dry season a pronounced hysteresis was observed in the relationship between NEE and photosynthetically active radiation and NEE fluxes were inversely proportional to humidity saturation deficit values greater than 0 8 kPa Nighttime fluxes of CO(2) during calm conditions when the friction velocity (u) was below the threshold (0 25 ms(-1)) were estimated based on a Q(10) temperature-dependence relationship adjusted separately for different classes of soil moisture content which regulated the temperature sensitivity of ecosystem respiration (C) 2010 Elsevier B V All rights reserved

Seasonal drought stress in the Amazon: Reconciling models and observations

The Amazon Basin is crucial to global circulatory and carbon patterns due to the large areal extent and large flux magnitude. Biogeophysical models have had difficulty reproducing the annual cycle of net ecosystem exchange (NEE) of carbon in some regions of the Amazon, generally simulating uptake during the wet season and efflux during seasonal drought. In reality, the opposite occurs. Observational and modeling studies have identified several mechanisms that explain the observed annual cycle, including: (1) deep soil columns that can store large water amount, (2) the ability of deep roots to access moisture at depth when near-surface soil dries during annual drought, (3) movement of water in the soil via hydraulic redistribution, allowing for more efficient uptake of water during the wet season, and moistening of near-surface soil during the annual drought, and (4) photosynthetic response to elevated light levels as cloudiness decreases during the dry season. We incorporate these mechanisms into the third version of the Simple Biosphere model (SiB3) both singly and collectively, and confront the results with observations. For the forest to maintain function through seasonal drought, there must be sufficient water storage in the soil to sustain transpiration through the dry season in addition to the ability of the roots to access the stored water. We find that individually, none of these mechanisms by themselves produces a simulation of the annual cycle of NEE that matches the observed. When these mechanisms are combined into the model, NEE follows the general trend of the observations, showing efflux during the wet season and uptake during seasonal drought.

Os bailes do Palácio de Mármore na cidade industrial: o Moinho São Jorge e o patrimônio industrial de Santo André (1950-2000) (Parte 1)

Pautado nessa perspectiva de valorização do patrimônio industrial na região do ABC, esse texto volta-se para as relações entre indústria, lazer e memória. Tem como foco o tema do lazer e do entretenimento como uma das construções patrimoniais da sociedade industrial. O Palácio de Mármore do Moinho São Jorge representa um caso em que tais relações se conjugam. Dessa forma, propõe-se com esse artigo, apontar as relações existentes entre industrialização e lazer no ABC no período de 1950/60, tomando como ponto de partida as lembranças das pessoas que viveram à época.

História de uma escola para o povo: projeto João-de-Barro: Maranhão 1967-74

Centrado no contexto político e sócio-econô mico do Estado do Maranhão, o presente trabalho trata da atuação da escola "Jo~o-de-Barro", como proposta oficial de educação para o meio rural, no período 1967/1974. Conce bida como alternativa de solução para os problemas educa cionais, a escola "Jo~o-de-Barro" surgiu num momento de mudanças político-ideológicas e econômicas, propondo in serir o homem no processo de desenvolvimento planejado e determinado pelo Estado.

Alunos com necessidades educativas especiais: estudo exploratório sobre a inclusão no ensino superior

A temática da inclusão envolve muitas dúvidas e ambiguidades. Embora os alunos com NEE tenham o direito a uma educação de qualidade, muitas hesitações emergem, podendo acarretar uma educação mais pobre e desestruturada. Ao longo desta dissertação pretendemos investigar de que forma esta inclusão se dá ao nível do ensino superior, envolvendo uma componente mais teórica e outra mais metodológica. Na componente teórica abordamos os diferentes movimentos de inclusão que nos conduziram à situação que se vive atualmente. Focamos as políticas educativas nos diferentes níveis de ensino: básico, secundário e superior, aprofundando este último nível ao continente europeu e americano, com o propósito de nos inteirarmos da situação da educação inclusiva noutros países. Destacamos a inclusão superior em Portugal, analisando o papel da escola e do professor, enquanto agentes educativos e de socialização. Na componente metodológica, de acordo com o nosso principal objetivo, começamos por definir a amostra, identificamos os instrumentos utilizados para análise e descrevemos todo o procedimento inerente à realização do estudo. Desta forma, tomámos um grupo constituído por 13 alunos, com uma idade média de 22,5 anos, no momento de ingresso, numa universidade pública portuguesa. As idades atuais dos participantes oscilam entre os 19 e os 44 anos, apresentando uma média de idades de 23,9. Este grupo de alunos, participantes, resulta dos requisitos definidos aquando da seleção, ou seja, alunos que tivessem ingressado no ensino superior nos últimos 5 anos, abrangidos pelo contingente especial para portadores de deficiência. As técnicas utilizadas na recolha de dados adquiriram um caráter misto, constituídas por uma entrevista semiestruturada e pelo Questionário de Vivências Académicas - reduzido, QVA-r (Almeida, Ferreira, & Soares, 2001). Os dados foram, posteriormente, cruzados e analisados. Terminamos com algumas conclusões, algumas limitações encontradas durante a realização da investigação, e indicando algumas linhas mentoras para investigações vindouras.

Ensino da matemática para a vida: criação de cenários de aprendizagem com recurso a robots

A Matemática para a Vida é uma disciplina dos Currículos Específicos Individuais que pretende ajudar os alunos com Necessidades Educativas Especiais a desenvolver aptidões que aumentem as suas competências pessoais e sociais e que facilitem a sua integração na sociedade. A matriz curricular visa a promoção da autonomia de modo a termos alunos capazes de enfrentar o dia a dia sozinhos. A presente investigação procurou conhecer mais sobre a forma como alunos com Necessidades Educativas Especiais (NEE) aprendem a Matemática para a Vida, de que forma atribuem significados, o que abrangem esses significados e qual o papel dos robots na construção dessa aprendizagem. Utilizou-se uma abordagem qualitativa com recurso à observação participante. O estudo envolveu a criação de um cenário de aprendizagem composto por um robot e elementos com formas geométricas distintas, tendo como participantes duas alunas com NEE. A recolha de dados foi feita por observação direta, registos áudio e vídeo e análise dos trabalhos desenvolvidos pelas alunas. Da análise dos dados concluiu-se que o uso dos robots permitiu uma aproximação da escola às reais necessidades dos alunos com NEE, proporcionando-lhes novas oportunidades de aprendizagem e momentos de descoberta e partilha. Ao trabalharem com o robot, as alunas adquiriram novas competências e, como consequência das suas pequenas conquistas, ganharam mais autonomia, tornando-se capazes de tomar decisões face aos desafios enfrentados. A utilização do robot contribuiu ainda para o estímulo da criatividade, além de ter permitido a construção do conhecimento de acordo com o ritmo individual das alunas, ao possibilitar novas formas de pensar e de aprender.

Famílias com necessidades educativas especiais: lutos e perdas: um estudo na Região Autónoma da Madeira

Quando nasce um indivíduo com uma incapacidade ou a adquire ao longo do percurso de vida, a família lida de uma determinada forma com essa nova e indesejada notícia. O presente estudo teve como intuito verificar que impacto tem a presença de filhos portadores de incapacidade no ciclo vital da família. Pretende-se compreender a perda e o processo de luto inerente a estas famílias, nomeadamente os sentimentos e reações face à incapacidade dos filhos, mudanças na vida dos pais, momentos mais difíceis e relacionamento que os pais têm com os filhos com necessidades educativas especiais. Para a realização da investigação, recorreu-se às entrevistas semiestruturadas a 13 pais, 12 do género feminino e 1 do género masculino com idades compreendidas entre os 30 e 63 anos, com escolaridade desde a 4ª classe até o Doutoramento. Recorreu-se à Grounded Theory com o intuito de encontrar as categorias principais relacionadas com o impacto da presença de necessidades educativas especiais na família. As quatro categorias identificadas demonstram que o diagnóstico é um fator importante para o processo de aceitação do indivíduo com NEE. Os pais relatam sentimentos negativos perante a incapacidade do filho, falta de informação, falta de diversos apoios, nomeadamente o social, monetário, terapêutico, médico e psicológico. Falam também dos preconceitos existentes na sociedade e a falta de recursos para a inclusão do indivíduo com NEE. Os pais demonstram preocupação em relação às transições intrínsecas ao próprio ciclo de vida dos indivíduos com NEE, à inclusão na sociedade e à incerteza do futuro. Estas preocupações podem afetar a funcionalidade da família, constituindo as causas para diversas mudanças e reajustes no seio familiar, manifestando-se maioritariamente na mudança de rotinas. Podendo também ocorrer mudanças estruturais na família, como sendo o divórcio. A relação dos pais com os filhos pode ser considerada como boa, caracterizada por sentimentos positivos e amor incondicional.

Universidade inclusiva e o aluno com necessidades especiais: a investigação realizada em Portugal

A presente investigação tem como objetivo principal contribuir para a reflexão e sensibilização das NEE no Ensino Superior, através da sistematização da investigação científica realizada em Portugal, nos últimos anos. Pretende-se, assim, contribuir para um maior conhecimento desta realidade no nosso país. Para o efeito, procedeu-se a um levantamento bibliográfico dos documentos disponíveis na área das NEE no ES em três bases de dados: RCAAP (Repositório Científico de Acesso Aberto em Portugal); B-On (Biblioteca de Conhecimento Online) e o motor de busca Google. Após a consulta das bases de dados, foram encontrados trinta e cinco documentos, distribuídos em oito Teses (seis Teses de Mestrado e duas Teses de Doutoramento), onze artigos em Revista (dez artigos em Revista Nacional e um artigo em Revista Internacional), quinze Documentos em Conferência e um Capítulo de Livro. Os dados recolhidos permitem perceber que, paulatinamente, a questão das NEE no Ensino Superior tem despertado o interesse dos investigadores, sendo uma área onde a possibilidade e necessidade de mais estudos é uma realidade.

A coordenação pedagógica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso

The school inclusion presents a number of challenges that has been mobilizing initiatives and studies about its effectiveness. If on one hand in such studies and initiatives it becomes important to emphasize on the role and training of teachers, on the other, there is few studies about the role (and performance) of the pedagogical coordination in face of this process. In this sense, this research focuses on the role of educational coordination in face of the school inclusion of students with Special Educational Needs (SEN) and it undertakes the following study s questions: has the action by the coordinator contributed to the process of including students with Special Educational Needs? How is it presented in the process of inclusion of students with SEN in regular education? And it aims to: investigate the role of the pedagogical coordinator in the process of inclusion of students with Special Educational Needs of Primary Education at regular schools; and to analyze the limits and possibilities of the coordinator actions in the process of inclusion of students with SEN. For the effectiveness of the research, a state school of Elementary School located at the city of Natal/RN was taken as an empiric field. It was selected as research subjects 4 coordinators, 2 teachers of the Multifunctional Resources Room and 2 teachers of 6th to 9th grades. The methodological approach that was used in this research is consistent with the qualitative approach, and it is configured as a case study, as it is understood that this type of research responds to the objective of the study, assuming the observation of everyday school life, the educational document analysis and interviews with the subjects as procedures and tools to build data. The construction and analysis of the data were followed by a dialogue with the literature dedicated to coordinating education and school enrollment. Considering the responsibilities of the contemporary pedagogical coordination due to the challenges and possibilities of schooling for all students, specially regarding to what is referred as collaborative work and ongoing training of teachers, this study points out to the lack of an articulated action related to the school inclusion process, considering the monitoring of the teaching activity and its dialogue with the Multifunctional Resources Room. Moreover, the emphasis on meeting the daily school routines and the compliance with bureaucratic procedures, put it into second, restructuring of the Political-Pedagogical and the possibility of mobilization of school around the problematization and systematization of an inclusive school project. The effectiveness of school s inclusion, therefore, implies the scaling of the functions of the pedagogical coordination, as well as the reorganization of the school it self, to ensure the mediation of collaborative actions, contemplating the teachers continuing education, having as a landmark difficulties, problems and experiences constructed in the school context

Trajetória do ifrn em inclusão escolar

Discussions over the topic of inclusion of handicapped people at school are considered recent, but they have become more and more frequent within the national and international scenario. Such discussion has also being inserted in the speeches and actions of the school institution and with the formation of educators. This investigation is made necessary as a way to collect elements to reconsider the actions for the inclusion of the special education need youth. In special the visually handicapped ones, at Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte (IFRN). The creation of a support unit functions as main vehicle for the actions of the institution. It is intended to know what young people with limitations have to say regarding their experiences as a way to signal paths to be and not to be followed by the support unit. Therefore, the experience which these young boys and girls have is of crucial importance. In order to accomplish the task, it was decided to use methodological elements based upon elements supported by the life reports of two deficient students here called Borges and Stéfano. Their reports are from childhood to their arrival at IFRN. From their reports, categories appeared: childhood and the role of family; school life and, finally, related to the actions of the support unit of IFRN, being divided in inclusive actions and obstacles. The first one takes a second look at the actions of the family within the learning-teaching process of these students. The second category presents the moment in which students started to receive formal education per se. The last category constitutes the cornerstone of the investigation, for it analyses the process of inclusion in the institution, according to the perception of the students with visual limitations. The results signaled the need for shared intervention between students with Special Education Needs and school professionals in the elaboration of the Educational Planning, which guarantees the defense of the rights to an efficient teaching practice and effective in the process of inclusion of these students

A inclusão escolar da subjetividade do professor à constituição de um lugar de aluno

The move to include students with special needs (NEE) in the schools presents a paradigm that raises continual discussion about how to implement this proposal. Considering that learning is built from the weaving of socially constructed knowledge and the field of knowledge concerning subjectivity, this research explores the difficulties that occur with the later in the process of inclusion in the schools. Admittedly, the promise implicit in the school does not guarantee that the student learn, but the envisioning of this learning, when the student s educator discredits him, is such that the person is then not taken on as an actual student, being excluded from the transmission of knowledge, even within the school. The project implemented at the Instituto Educacional Casa Escola IECE, for the last three years, shows us that the possibility and sustainability of this envisioning is intimately linked to the subjectivity of the educator, as well as how one relates to the institutional culture. We question then, how this perspective is formed in the educator this perspective capable of denying the offer of a place as student, allowing him to advance while learning. With this in mind, we explore the paradoxical elements present in the paradigm of inclusion, as well as analyzing theoretically, through the body of conceptual psychoanalysis, the process of subjective constitution. We intend to bring to light how this process coincides with the construction of the educator s perspective of exemption from teaching the special needs students. We question, through the formative functions of subjective structuring (The Mirror Stage and the Oedipus Complex), how to form a perspective capable of promoting inclusion of special needs students in educators. Finally, we show how it is possible to bring to light, with the concepts of the I ideal and the ideal I, the subjective difficulties in the practicing instructor

Para compreender a fluidez: os grandes sistemas de movimento viário em Natal/RN

The speed and fluidity are basic requirements for reproduction of big capitalism. Thus, the objects and their actions seek to meet these aspirations of hegemony. And among these objects, there is emphasis on the road systems of movement, made up of bridges, viaducts and tunnels, engineering works that cater to this nee increasingly evident in the current period technical-scientific-informational. So on this premise, it becomes apparent that these objects reflect the technical So on this premise, it becomes apparent that these objects reflect the technical space constitution of Natal, capital of Rio Grande do Norte, where the road systems of movement help to understand the process of fragmentation and and spatial segregation of Natal, accelerated in the late twentieth century. Using the analysis as a tool for urban legislation developed in the capital of RN by the municipal administration, this paper seeks to understand, through a matrix of periodization, as these systems move natalense shaped space and which exists for the hegemonic logic limit the formation and location of each of these systems move road, particularly as it concerns the relationship between these and the expansion of opportunities for certain fluidity between the road systems of movement (fixed), their flow