How many are the fears? In the Neolithic, great animals caused fear; using rocky artifacts, we learn to defend ourselves and hunt them. With the passing of time and the advance of Science, we learned that microorganisms could cause diseases, sometimes fatal. Vaccines and remedies then came to play the same role as prehistoric artifacts. Nowadays, it is known that molecules of pollutants, even smaller in size than microorganisms, can be lethal, depending on the concentration and toxicity of a given organism. This paper articulates facts and attempts to reveal how important it is to be prepared to deal with the causative agents of acute or chronic diseases and to understand the role of emerging contaminants in the world today and in the future, with a view to implementing strategies to remove them or-ideally-to eliminate them the environment. Based on the analysis of historical cases, it proposes a new attitude to the challenges imposed in the world today, by suggesting short, medium and long terms strategies to avoid contamination of important water resources and to improve people's living conditions.
In most current digital TV applications the user interaction takes place by pressing keys on a remote control. For simple applications this type of interaction is sufficienthowever, as interactive applications become more popular new input devices are demanded. After discussing motivating scenarios, this paper presents an architecture that offers to applications running on a set-top-box the possibility of receiving multimodal data (audio, video, image, ink, accelerometer, text, voice and customized data) from multiple devices (such as mobile phones, PDAs, tablet PCs, notebooks or even desktops). We validated the architecture by implementing a corresponding multimodal interaction component which extends the Brazilian Digital TV middleware, and by building applications which use the component.
A atual carência de docentes para atender às escolas de educação básica pode ser suprida pela formação docente apoiada em currículos impregnados de conhecimentos, modelos e práticas típicos das Geociências. Ao mesmo tempo em que dificuldades levaram o Estado a perder a condição de gerir muitas escolas, estudantes incapazes de receber informações e construir conceitos tornaram-se social e culturalmente defasados. O professor, elemento-chave do processo, deve capacitar-se para contextualizar conceitos e transmitir conteúdos fundamentais de modo organizado e integrado. Os alunos devem compreender as dificuldades inerentes ao aprendizado e reconhecer que o saber é antes uma construção social em lugar de produto natural e espontâneo de nossa interação com o mundo objetivo. Os argumentos aqui oferecidos salientam as Geociências como alicerces para o desenvolvimento intelectual, porque incorporam ao pensamento sistêmico uma clara noção de perspectiva histórica, que explica a formação do patrimônio natural brasileiro, composto pelo nosso subsolo e suas riquezas.
Resumo: Desenvolveu-se modelo de análise da concepção geocientífica veiculada em livros didáticos de Ensino Superior, baseado no ciclo da água, sua dinâmica, fluxos e interações. O modelo forneceu bons resultados, ao ser aplicado ao livro "Challenge of the Natural Environment", de Knapp, Ross e McCrae, que descrevem diferentes categorias de riscos geológicos. No ensino de geociências é fundamental distinguir entre os objetos de investigação e de estudo. Os estudos geológicos buscam recompor o objeto de estudo da Geologia -o processo histórico-geológico -a partir das formas fixadas em rochas e materiais sólidos. O objeto de investigação é a parte acessível da Terra: a crosta, com sua ampla variedade de estruturas, composições, tramas e texturas de rochas. Ao se distinguir objeto de estudo e de investigação, avaliam-se objetivamente riscos ocasionados: (a) pelo desconhecimento dos fenôme-nos naturais ou (b) quando se desconsideram efeitos de atividades antrópicas sobre a natureza.Palavras-chave: Ciclo hidrológico. Epistemologia. Geologia. Livro didático. Ensino de Ciências da Terra.Abstract: This article analyses the textbook published 1991 "Challenge of the Natural Environment", written by Brian Knapp, Simon Ross and Duncan McCrae, adopting the water cycle as a dynamic background for the flows and interactions between the Earth spheres. The water cycle helps students to understand the difference between the subject matter and the investigation of Geology, a distinction which is fundamental for the teaching of Earth Sciences. Such approach helps to understand the way Geology has evolved as a science. The object of investigation is the crust, where a great diversity of structures, rock compositions, fabrics and textures exist. The subject matter is the historical-geological process reconstructed from naturally "fixed" forms. The step-by-step approach goes from the simplest to the most comprehensive concepts; it highlights the risks caused by: (a) an incomplete knowledge of natural processes or (b) absence of concern for effects of human activities on nature.
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