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- The output of the agricultural sector has been growing every year, which has also led to increased demand for water as well as the improvement of irrigation management . In places where water is scarce , conflicts between uses and users over disputes to access to water tend to intensify. In some situations , the development of agricultural production occurs in regions with low forest and / or coverage in areas with environmental constraints, such as permanent preservation . In both cases the increase in forest cover will contribute to improving local water availability , and may lead to other environmental benefits . In this context , the research sought to evaluate the impact of implementation of irrigated agroforestry systems on the local water conditions (scarcity) , establishing strategies that make them attractive environmental -and social -economically. To ground the research, were raised reviewed / discussed key topics such as water resources management , policy integration , agroforestry systems , computational simulation and environmental management of agricultural property . Thus , through computer simulation , alternative agroforestry systems were evaluated , taking as reference pilot region , typical of the spirit Santo's agriculture , consistingof small farms , family-based , partially inserted in PPAs . The research results show that the irrigated agroforestry systems are a promising alternative to minimize conflicts over water demands in water deficit regions , without compromising financial income . Other environmental benefits are are even mentioned. Finally, some technical recommendations were made, aiming to educate producers and agricultural and environmental managers , as well as recommendations for future research. 1
- The present work transits between the areas of mathematical education and early childhood education. It is inserted in the field of geometry with a focus on the children’s spatial sense. It resulted from research conducted with a group of children between 4 and 6 years of a kindergarten in a school of Serra-ES. It analyzed evidences of the spatial sense of children in a child education class, who emerged in their interactions, jokes and tasks in the school space. Three specific objectives developed from the cited aim, such as: (1) investigate the spatial relations evidenced by the children, through their speeches, gestures and maps, while interacting in the school space; (2) to verify articulations between the evidenced spatial relations and spatial orientation and spatial visualization abilities of the children of the class; and, finally (3), to analyze the geometric and spatial characteristics that children show in both the production and reading, interpretation and use of maps of the school space. This interpretative study was followed a qualitative research approach. The research process was organized in three phases to achieve the objectives listed. The first consisted of conducting bibliographic studies for theoretical support, mapping of scientific productions about the theme and helding the first meetings with the children of the children's education class. In the second phase, a teaching experiment was conducted with a set of tasks that instrumented the study. Participant observation, proposed tasks and interviews were set up in data collection techniques. The record of this empirical information was made through notes in field journals, photographs, audio recordings and video recordings. These last two, as well as the interviews, were transcribed for further discussion and data analysis. Listening to children conceived as subjects of law, historical and social, who act and transform the space around permeated the entire process of investigation. The last phase consisted of a careful retrospective analysis of the data. In it, the categories of analysis and the composition of the research episodes were established based on the teaching experiment carried out. Among the categories of analysis related to the spatial sense are: (a) spatial orientation, (b) spatial visualization, (c) external representations through maps, gestures and speeches, (d) representational correspondence, (e) geometric correspondence and (f) self-space-map relation. The research carried out pointed out that in the interactions between the children of the study, and of them with adults, with objects and places in the school space, a "geometry of these children" emerges which through maps, gestures and speeches make evident children's spatial sense. They revealed their abilities of spatial orientation and spatial visualization in the relations of location, position, direction, distance and perspective. Such spatial relationships were evidenced by these children in the representational and geometric correspondences, as well as in the self-space-map relation that constituted, represented and modified in the context of their interactions in the school space. The study also indicated that there are critical points to be thought about the development of children's spatial sense such as (i) location and direction from reference points, (ii) map alignment and physical and mental rotation movements, (iii) right and left relationships. It suggests that this "geometry of children" becomes the basis of a "geometry for children" in the early childhood education. 1