176 resultados para Elis Bjerg


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Acknowledgements: Funding for this project was provided from the Research Council of Norway through the Petromaks project 193059 and the FORCE Safari Project. Arild Andresen (University of Oslo) and Aka Lynge (POLOG) are thanked for logistical support, Björn Nyberg (Uni Research CIPR and University of Bergen) for assistance in the field, Arve Næss (Statoil) for providing data and assistance during the planning phase, Julien Vallet and Huges Fournier (Helimap Systems SA) for data acquisition. Riegl LMS GmbH is acknowledged for software support. We thank Brian Willis and an anonymous reviewer for their insightful and thorough reviews and Mariano Marzo for editorial comments.

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Acknowledgements: Funding for this project was provided from the Research Council of Norway through the Petromaks project 193059 and the FORCE Safari Project. Arild Andresen (University of Oslo) and Aka Lynge (POLOG) are thanked for logistical support, Björn Nyberg (Uni Research CIPR and University of Bergen) for assistance in the field, Arve Næss (Statoil) for providing data and assistance during the planning phase, Julien Vallet and Huges Fournier (Helimap Systems SA) for data acquisition. Riegl LMS GmbH is acknowledged for software support. We thank Brian Willis and an anonymous reviewer for their insightful and thorough reviews and Mariano Marzo for editorial comments.

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A. C-k.

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Fil: Gutiérrez, Talía Violeta. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.

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Fil: Gutiérrez, Talía Violeta. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.

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Fil: Gutiérrez, Talía Violeta. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina.

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Although learning strategies are important tools for schooling process, there is a lack of national instruments to evaluate their knowledge by brazilian students. Therefore, the objectives of this paper are to describe the steps necessary for the construction of a scale to evaluate the learning strategies for basic education students and to present the preliminary study of its psychometric properties. It is also discussed the utility of this instrument for diagnosis, intervention and prevention in school and educational psychology.

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This paper reports a rare case of acute severe orbital abscess manifested 2 days after a facial trauma without bone fracture in a 20-year-old Afro-American female. The symptoms worsened within the 24 h prior to hospital admission resulting in visual disturbances such as diplopia and photophobia. The clinical findings at the first consultation included fever, periorbital swelling and redness, ptosis, proptosis and limitation of ocular movements upwards, downwards, to the right and to the left. Computed tomography scan showed proptosis with considerable soft tissue swelling on the left side and no fracture was evidenced in the facial skeleton, including the zygomatic-orbital complex. After hospital admission and antibiotic therapy intravenously the patient was conducted to the operation room and submitted to incision and drainage under general anesthesia. The orbit was approached thorough both eyelids and the maxillary sinus was reached only through the Caldwell-Luc approach. The postoperative period was uneventful and the rapid improvement of symptoms was remarkable. Visual acuity and ocular motility returned to the normal ranges within 2 days after the surgical intervention. After 12 postoperative days, the patient presented with significative improvement in the ptosis and proptosis, and acceptable scars.