This work presents results from two complementary and interconnected approaches to study water temperature and salinity patterns in an estuarine tidal channel. This channel is one of the four main branches of the Ria de Aveiro, a shallow lagoon located in the Northwest coast of the Iberian Peninsula. Longitudinal and cross-sectional fields of water temperature and salinity were determined by spatial interpolation of field measurements. A numerical model (Mohid) was used in a 2D depth-integrated mode in order to compute water temperature and salinity patterns. The main purpose of this work was to determine the horizontal patterns of water temperature and salinity in the study area, evaluating the effects of the main forcing factors. The field results were depth-integrated and compared to numerical model results. These results obtained using extreme tidal and river runoff forcing, are also presented. The field results reveal that, when the river flow is weak, the tidal intrusion is the main forcing mechanism, generating saline and thermal fronts which migrate with the neap/spring tidal cycle. When the river flow increases, the influence of the freshwater extends almost as far as the mouth of the lagoon and vertical stratification is established. Results of numerical modelling reveal that the implemented model reproduces quite well the observed horizontal patterns. The model was also used to study the hydrology of the study area under extreme forcing conditions. When the model is forced with a low river flow (1 m 3 s À1 ) the results confirm that the hydrology is tidally dominated. When the model is forced with a high river flow (1,000 m 3 s À1 ) the hydrology is dominated by freshwater, as would be expected in such an area.
Este artigo pretende disseminar resultados de uma investigação cuja principal finalidade era compreender o impacto do processo de Reorganização Curricular do Ensino Básico português nas práticas curriculares e dinâmicas de trabalho de professores de Ciências Físicas e Naturais. O primeiro momento do estudo empírico assumiu uma natureza quantitativa, referindo-se os resultados a 1122 questionários preenchidos por professores que lecionavam as disciplinas da área das Ciências Físicas e Naturais. O segundo momento, de índole qualitativa, pretendeu aprofundar os dados quantitativos, através da realização de entrevistas a seis dos professores participantes no primeiro momento. Os resultados obtidos sugerem uma apropriação epidérmica dos conceitos centrais ao atual discurso educativo e indiciam que a implementação do processo de Reorganização Curricular não se traduziu em mudanças efetivas de práticas e dinâmicas de trabalho docente. Face a esta realidade, consideramos imprescindível uma ação concertada entre professores, instituições de formação inicial e contínua e a administração central.
Everyone is unique in their own way and it is necessary to embrace this diversity and make positive use of it. At all levels of education, differences between students can provide a good learning opportunity since every student will have different skills and ways of approaching the same problem. Therefore, universities need to offer education services that are conducive to learning, suitable and inclusive for each student. This will not only improve the education process of students with special needs but also lead to an improved service to all the involved stakeholders, such as professors and administrative personnel. Moreover, this can create a learning environment that favours the development of values such as respect and tolerance of diversity. Grounded in this philosophy of inclusive education, the Government Board of the Universitat Politècnica de Catalunya (UPC) approved in 2016 its first Inclusion Plan for the period 2017-2020. More recently, the Government Board of the UPC prompted the creation of an ad-hoc Task Group (TG) to analyse and improve the existing inclusion services and/or design new ones using service design methodology. The TG was made up of volunteers from the UPC community, consisting of 10 students, 10 academic staff, and 10 administrative staff. They were assisted and guided by professional experts in service design. This paper reports the activities and results of the TG. The main focus of the TG was the planning, design, and development of inclusion services in higher education. These services aim at supporting the inclusion of students with physical disabilities, learning disabilities as well as any other special education needs (D/SN). The TG conducted a systematic process, based on service design methodology, which consisted of four broad phases. In the first phase, the TG carried out research into the experience, values, and practices of all the groups involved. This research was qualitative and based on several unstructured interviews of students, professors, faculty directors, students' advisors, and administrative staff. A total of 14 students with special needs, 17 academic staff, and 13 administrative staff were interviewed. In the second phase, the interviews were analysed through four different models: user journey, stakeholders map, gaps map, and service plan. Such models are useful in order to identify and classify the possible opportunities for improvement. Furthermore, these models were presented and validated in a public meeting that was open to the whole UPC community, with a total of around 60 attendees. In the third phase, the most interesting and significant opportunities for improvement were chosen and prototypes for them were developed. The five projects that were selected for prototyping belong to the following areas: 1) information about inclusion services given to students when they enrol; 2) adaptation of examination procedures; 3) training of lecturers to assist students with disabilities or special needs; 4) information system with individualised data for st...
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