The relationship between shrink-swell occurrence and climate in south-east England

Climate change is one of the biggest environmental problems that the UK faces. Increased understanding of the impacts is vital to enable adaption to, and mitigation of, the consequences. This analysis and modelling of the relationship between climate and shrink–swell behaviour has been carried out to increase understanding of the potential consequences of changes in precipitation and temperature on ground movement in the south-east of England during the coming century. Analysis of historical climate data and comparison with subsidence claims data demonstrated the relatively close relationship of subsidence with two years’ previous precipitation. Boundaries are identified, with precipitation above 394 mm for the previous two years, leading to a lower level subsidence claims, and below 350 mm leading to a higher incidence. Combined with this inverse relationship, a direct relationship with temperature is identified, with a rise above 22.6 °C in the mean maximum temperature for an accounting quarter leading to a peak in claims. To model a projection for susceptibility of south-east England to future climate change, UKCIP02 forecast climate data were used, and combined with the British Geological Survey national shrink–swell GeoSure geohazard dataset. Preliminary results demonstrate the most noticeable increases in subsidence susceptibility are within the areas underlain by the London Clay Formations, with other clay-rich formations also being identified, including glacial till. Despite this being a preliminary model, with large amounts of future work identified, these results are significant, providing an insight into areas of higher susceptibility and the potential for changes in ground movement for the coming century

O conhecimento tático produto de métodos de ensino combinados e aplicados em sequências inversas no voleibol

O objetivo desta pesquisa foi investigar as diferenças entre os métodos de ensino situacional e tradicional no desenvolvimento do conhecimento tático declarativo e processual nas sessões de treinamento de voleibol, bem como observar a influência da ordem de aplicação desses métodos no conhecimento tático. A amostra foi composta por 36 estudantes (sexo masculino - faixa etária de 12 a 14 anos), sendo 22 destes inscritos nas equipes escolares de voleibol e 14 não praticantes de voleibol (grupo controle). Um grupo iniciou o processo de ensino-aprendizagem-treinamento pelo método situacional (GST) e outro pelo método tradicional (GTS). Ao final de 15 sessões o método foi invertido e realizado o mesmo número de sessões. Para confirmar a execução do método de ensino foi empregada a observação e categorização dos treinos (STEFANELLO, 1999). Para a avaliação do conhecimento processual foi utilizado o teste KORA (MEMMERT, 2002), no parâmetro tático reconhecer espaços. Já no declarativo usou-se o teste de Conhecimento Tático em Situação de Ataque de Rede (PAULA, 2000). Os três grupos no pré-teste demonstram estar inicialmente no mesmo patamar de conhecimento tático declarativo e processual. No GST, ao se aplicar o método situacional (referente às 15 sessões iniciais), não houve diferença significativa no conhecimento tático declarativo, mas houve no processual convergente e divergente. Já no GTS, ao empregar o método tradicional, não se confirmou o desenvolvimento de nenhum dos conhecimentos táticos. Ao efetuar a inversão do método de ensino, no GST (30 sessões na sequência situacional-tradicional) foi apurada melhoria significativa de ambos os conhecimentos táticos processuais. Entretanto, o mesmo não ocorreu no GTS na sequência tradicional-situacional. Os resultados indicam que a sequência de treinamentos referentes ao GST proporcionou melhoras relevantes na inteligência e na criatividade tática dos jogadores.The purpose of this study was to investigate the differences between traditional and situational teaching methods on the acquisition of procedural and declarative tactical knowledge in volleyball sessions of training, and to verify the influence of the order of employment of these methods on tactical knowledge. The sample was composed by 36 students (male/aged 12-14 years), 22 of them were school volleyball players and the other 14 were not volleyball players (control group). One group has started the teaching-learning-training process by using situational method (GST), while in the other group it was used traditional method (GTS). After 15 training sessions, there was an inversion, with the first group using the situational method and the traditional method being applied in the second group during additional 15 training sessions. Training session's categorization (STEFANELLO, 1999) was conducted in order to confirm the employment of the teaching method. To assess the procedural knowledge was used KORA test (MEMMERT, 2002) on the tactical parameter recognize spaces. For the measurement of declarative tactical knowledge it was utilized the Tactical Knowledge Test of Network Attack Situations (PAULA, 2000). Pre-test scores appointed the three groups to be in similar levels of declarative tactical knowledge, convergent procedural tactical knowledge (tactical intelligence) and divergent procedural tactical knowledge (tactical creativity). On the GST, by applying the situational method (referring to 15 initial sections), there was no significant difference on the tactical declarative knowledge, but there was on the procedure convergent and divergent. On the GTS, by using the traditional method none of the tactical knowledge developed. When making the inversion of learning method on the GST (30 sections on the sequence situational traditional) it was detected a significant improvement of both tactical procedure knowledge. However, this did not occur on the GTS on the traditional-situational sequence. These results suggest that training sequence referring to GST provided significant improvement on the players' tactical intelligence and creativity