Performance evaluation of a water erosion tracer using plot-scale experiments and process-based modeling

Socioeconomic and environmental losses caused by water erosion have highlighted the importance of quantifying and understanding the dynamics of soil redistribution in the landscape to develop effective soil management practices. Several methods are applied to estimate erosion/deposition rates and identify sources of sediments, among them, the one that uses rare earth elements (REE) as a tracer stands out. However, an alternative not yet explored that can benefit the accuracy of the estimates provided by the method is using a tracer containing a chemical signature composed of more than one REE. The present study aimed to evaluate the performance of a new water erosion tracer based on montmorillonite labeled with rare earth elements (La40-MMT). The innovative aspects of this La40-MMT tracer include its highly stable multi-chemical signature (Nd3+, La3+, and Pr3+), which enhances tracer detection in the environment, and its low production cost due to the use of an industrial residue in the synthesis process. The tracer was evaluated for a typical soil of the Cerrado biome, using a natural rainfall field-scale plot - NRFP (5 m × 20 m) and a physical predictive erosion model (WEPP). The results showed that the La40-MMT tracer could be used to estimate erosion/deposition rates, with agreement between the values observed with the tracer and the WEPP model. Thus, this study confirmed the great potential of La40-MMT as a tool to identify patterns of soil redistribution at the field scale and aid in the validation of erosion models

A intervenção do psicólogo em contextos de educação especial na grande Florianópolis The intervention of the psychologist in special education contexts in greater Florianopolis

A educação especial tem sido um contexto de inserção do psicólogo na área educacional. À luz das políticas de inclusão vigentes, a atuação do psicólogo se volta à promoção de práticas educacionais que favoreçam a participação e aprendizado de todos os alunos. A formação de profissionais na área da educação demanda o estudo das necessidades sociais que irão atender. Somente a partir de dados concretos acerca do contexto e das possibilidades de intervenção pode-se identificar os conhecimentos que deverão ser ensinados. Entretanto, são raros os estudos que investigam as formas contemporâneas de intervenção da psicologia na educação especial. Assim, reunir dados sobre essa atuação permite instrumentalizar a reflexão sobre a formação em psicologia educacional. Esse trabalho é resultado de uma pesquisa qualitativa e exploratória que objetivou descrever as características da atuação de psicólogos da Grande Florianópolis vinculados à instituições de educação especial. Os dados foram coletados por meio de entrevistas semiestruturadas. As categorizações foram decorrentes do dialogo estabelecido nas entrevistas e, portanto, constituídas posteriormente. A análise dos dados permitiu verificar a sobreposição das três formas de intervenção que historicamente definiram a atuação do psicólogo nessa área, a saber, a segregação, a integração e a inclusão, sendo o foco principal de atuação centrada no aluno com queixa escolar e/ou com suspeita de deficiência intelectual. Diante disso, conclui-se esse estudo ressaltando a importância dos psicólogos refletirem sobre as implicações das políticas inclusivas para sua prática profissional.<br>In the field of education, special education has been context in which psychologists have a place. In light of the existing inclusion policies, the work of the psychologist has been directed toward promoting educational practices that benefit all students' participation and learning. The training of professionals in this educational area demands studying the social needs that will be encountered. The only way to identify what kinds of knowledge should be taught is to obtain tangible data about the context and the intervention possibilities. Nevertheless, few studies have been carried out to investigate contemporary forms of psychological intervention in special education. Thus, gathering data about this issue contributes as a basis on which to build reflection and understanding for professional preparation in educational psychology. This article is the result of qualitative and exploratory research designed to describe the procedural characteristics of psychologists working in special education institutions in Greater Florianopolis. The data was collected through semi-structured interviews. The categorization was derived from the exchanges established during the interviews and were therefore constituted at a later moment. The data analysis enabled us to perceive an overlap of three intervention forms that historically define the psychologists' procedure in this area, namely, segregation, integration, and inclusion, with the main procedural focus being on the student with a school grievance and/or suspected of having an intellectual disability. Based on these findings, this paper concludes by highlighting the importance of psychologists reflecting on the implications of inclusive policies in their professional practices