327 research outputs found
Fred Gohn Farm, Sioux Falls SD, Minnehaha County
No full text4 x 6 photograph, white barn with three doors on the front, windows on the side, gable roof with long slanted sides, hay hood, ventilator on the roofH2010-041 Barns Vernell Johnson Coll. Box 2[stamp] 3A 190 [photographer stamp] Photo By: Vernell Johnson, Lyons, S. D. Fred Gohn Farm From S. F. 2 N to H-38 & 1 W, S. D
(Table 1) Stable isotope ratios of pore water from ODP Hole 127-797B
No full text(Table 1) Stable isotope ratios of pore water from ODP Hole 127-797
(Table 2) Strontium concentrations and 87Sr/86Sr ratios of pore waters from ODP Hole 127-797B
No full text(Table 2) Strontium concentrations and 87Sr/86Sr ratios of pore waters from ODP Hole 127-797
(Table 2) Strontium concentrations and 87Sr/86Sr ratios of pore waters from ODP Site 127-794
No full text(Table 2) Strontium concentrations and 87Sr/86Sr ratios of pore waters from ODP Site 127-79
(Table 1) Stable isotope ratios of pore water from ODP Site 127-795
No full text(Table 1) Stable isotope ratios of pore water from ODP Site 127-79
Search for a meteoritic component in impact breccia from the Eyreville core, Chesapeake Bay impact structure: Considerations from platinum-group element contents
No full textThis paper documents an attempt to detect a meteoritic component in both wash-back (resurge) crater-fill breccia (the so-called Exmore breccia) and in suevites from the Eyreville core hole, which was drilled several kilometers from the center of the 85-km-diameter Chesapeake Bay impact structure, Virginia, USA. Determining the presence of an extraterrestrial component and, in particular, the projectile type for this structure, which is the largest impact structure currently known in the United States, is of importance because it marks one of several large impact events in the late Eocene, during which time the presence of extraterrestrial 3He and multiple impact ejecta layers provide evidence for a comet or asteroid shower. Previous work has indicated an ordinary chondritic projectile for the largest of the late Eocene craters, the Popigai impact structure in Siberia. The exact relation between the Chesapeake Bay impact event and siderophile element anomalies documented in late Eocene ejecta layers from around the world is not clear. The only clear indication for an extraterrestrial component related to this structure has been the discovery of a meteoritic osmium isotopic signature in impact melt rocks recovered from a hydrogeologic test hole located on Cape Charles near the center of the structure, and confirmation of a similar signature in suevitic rocks would have been desirable in order to place constraints on the type of projectile involved in formation of the Chesapeake Bay crater. Unfortunately, the current data show no discernible differences in the contents of the platinum group elements (PGEs) among the suevite, the Exmore breccia, and several crystalline basement rocks, all from the Eyreville core hole. Abundances of PGEs are uniformly low (e.g., <0.1 ppb Ir), and chondrite-normalized abundance patterns are nonchondritic. These data do not allow unambiguous verification of an extraterrestrial signature. Thus, the nature of the Chesapeake Bay projectile remains ambiguous
Stylized Quadrille Junina São João: non-formal dance teaching based on choreographic processes
No full textThis article aims to understand the choreographic process of the stylized gang Junina São João from the city of Natal-RN, in 2019, constituting itself as a qualitative / participatory study, as well as analyzing the relationships between teaching-learning, methodology and didactics as non-formal teaching in Dance, which occur in this cultural manifestation, through an experience report of the participation of the author of this research in this process as a playful / researcher, and emphasize the importance of this manifestation in the cultural scenario of Rio Grande do Sul, as a cultural and educational in artistic projects. The theoretical framework promoted the dialogue between the following authors: CHIANCA (2007) on studies about the history of gangs, and GOHN (2015) with their research on the concept of non-formal education.O presente artigo tem como objetivo compreender o processo coreográfico da quadrilha estilizada Junina São João da cidade de Natal-RN, no ano de 2019, se constituindo como um estudo de caráter qualitativo/participativo, como também analisa as relações entre ensino-aprendizagem, metodologia e didática enquanto ensino não formal em Dança, que ocorrem nessa manifestação cultural, através de um relato de experiência da participação do autor desta pesquisa nesse processo enquanto brincante/pesquisador,e enfatizar a importância dessa manifestação no cenário cultural potiguar, enquanto um processo cultural e educativo em projetos artísticos.O arcabouço teórico promoveu o diálogo entre os seguintes autores (as): CHIANCA(2007) sobre os estudos a respeito da história das quadrilhas, e GOHN(2015) com suas pesquisas sobre o conceito de educação não formal
Design and performance of SiPM-based readout of PbF2 crystals for high-rate, precision timing applications
No full textWe have developed a custom amplifier board coupled to a large-format 16-channel Hamamatsu silicon photomultiplier device for use as the light sensor for the electromagnetic calorimeters in the Muon g-2 experiment at Fermilab. The calorimeter absorber is an array of lead-fluoride crystals, which produces short-duration Cherenkov light. The detector sits in the high magnetic field of the muon storage ring. The SiPMs selected, and their accompanying custom electronics, must preserve the short pulse shape, have high quantum efficiency, be non-magnetic, exhibit gain stability under varying rate conditions, and cover a fairly large fraction of the crystal exit surface area. We describe an optimized design that employs the new-generation of thru-silicon via devices. The performance is documented in a series of bench and beam tests
The cultural project management in public bodies addressed the community and encouraging citizen participation
No full textEste trabalho de conclusão de curso tem por objetivo situar a importância do papel do gestor frente aos projetos culturais que envolvem a educação não formal. Procurando situa - lá esta num contexto histórico e social. Tem também o objetivo de construir um plano de intervenção. Para isso, foi feito primeiramente uma pesquisa bibliográfica destacando como principais autores: Antônio Carlos Brandão, Glória Gohn, Emile Durkeim e Paulo Freire. Depois foi feita uma pesquisa de campo exploratória com questionários abertos para alguns participantes que atuam na Casa de Cultura Manoel Cardoso de Mendonça, como os gestores, educadores e alunos representes da comunidade, além de uma análise de documentos disponibilizada pela casa. Os resultados obtidos através desta pesquisa nos mostram que os projetos elaborados tanto pelo Gestor como pelos educadores tem de fato contribuído para formação do indivíduo na sociedadeThe completion of course work is designed to situate the importance of the manager facing the cultural projects involving non-formal education. Looking located - then this in a historical context and social. It also has the objective of building an action plan. For this reason it was done primarily as a literature search highlighting main author: Antonio Carlos Brandão, Gloria Gohn, Emile Durkeim and Paulo Freire. Then he was made an exploratory field research with questionnaires open for some participants who serve in the House of Culture Manoel Cardoso de Mendonça, such as managers, educators, students and community representatives as well as an analysis of documents available from home. The results from this research show us that the projects developed by both the manager and the educators have in fact contributed to shaping the individual in societ
STANISLAVSKI: UM DIÁLOGO ENTRE O TEATRO E A PEDAGOGIA
No full textThe following article aims to discuss some of the pedagogical categories found in Constantin Stanislavski\u27s System and to analyze them in relation to the concepts of formal and non-formal education. For this, it points out how these categories are located within the works of the Russian author and what objectives these categories aspire to achieve. In order to understand how these relationships occur, the writings of Gohn (2006) and Gadotti (2005) were used to discuss the characteristics of each of the conceptions of education, defining their educational objectives for each of the conceptions. In order to discuss about the author\u27s intentions with his System, it was relied on the theoretical basis of Benedetti (2005) and to complement the questions related to the author\u27s social and historical context, it was used the works of Freitas (2009), Favoreto (2008) and Serge (1993). Finally, it is pointed out that Stanislavski\u27s work is permeated by pedagogical categories, which aim to develop the student-actor\u27s interpretation and presentation skill, being able to bring contributions to reflect on the teaching and learning process from the perspective of integration between formal and non-formal education.Este artículo tiene como objetivo discutir algunas de las categorías pedagógicas que se encuentran en el Sistema de Constantin Stanislavski y analizarlas en relación con los conceptos de educación formal y no formal. Para esto, señala cómo se ubican estas categorías dentro de las obras del autor ruso y qué objetivos aspiran alcanzar estas categorías. Para comprender cómo se dan estas relaciones se utilizan los escritos de Gohn (2006) y Gadotti (2005), que discuten las características de cada una de las concepciones de educación, definiendo sus objetivos educativos para cada una de las concepciones. Para discutir sobre las intenciones del autor con su Sistema, se apoya en la base teórica de Benedetti (2005) y para complementar las cuestiones relacionadas con el contexto social e histórico del autor, se apoya en los trabajos de Freitas (2009), Favoreto (2008) y Serge (1993). Finalmente, se señala que la obra de Stanislavski está permeada por categorías de la pedagogía, que tienen como objetivo desarrollar la capacidad del estudiante-actor para interpretar y presentar, y puede traer contribuciones para reflexionar sobre el proceso de enseñanza y aprendizaje en una perspectiva de integración entre educación formal y educación no formal.O presente artigo tem como objetivo discutir algumas das categorias pedagógicas encontradas no Sistema de Constantin Stanislavski e analisá-las em relação às concepções de educação formal e não formal. Para isto, pontua-se como estas categorias se situam dentro das obras do autor russo e quais objetivos estas categorias aspiram alcançar. Para entendermos como estas relações ocorrem utiliza-se os escritos de Gohn (2006) e Gadotti (2005) que discutem as características de cada uma das concepções de educação, definindo os seus objetivos educacionais para cada uma das concepções. Para discutirmos acerca das intenções do autor com o seu Sistema, contamos com a base teórica de Benedetti (2005) e para complementarmos as questões relativas ao contexto social e histórico do autor, apoia-se nos trabalhos de Freitas (2009), Favoreto (2008) e Serge (1993). Por fim, aponta-se que a obra de Stanislavski é permeada por categorias da pedagogia, as quais tem como objetivo desenvolver a capacidade interpretação e de apresentação do aluno-ator, podendo trazer contribuições para refletir sobre o processo de ensino e de aprendizagem na perspectiva de integração entre a educação formal e não formal
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