Changes in Venice Lagoon dynamics due to construction of mobile barriers

The MoSE project (construction of mobile barrier to safeguard the Lagoon of Venice) entails changes to the structure of the lagoon\u27s inlets. This could have consequences for the areas near the inlets and for the dynamics of the lagoon ecosystem as a whole. In order to predict the effects of the proposed alterations on the hydrodynamics of the lagoon, a well-tested hydrodynamic-dispersion model was applied. Simulations were carried out considering both idealised and realistic tide and wind scenarios. The results show that with the new structures the Lido sub-basin tends to increase its extension due the southward movement of the watershed, at the expense of the Chioggia sub-basin, whereas the Malamocco sub-basin changes its relative position, but not its extension. The residence time shows variations in agreement with this trend, decreasing in the southern part of the Lido sub-basin and increasing in the inner part of the Chioggia sub-basin. The variations in residence time and return fl ow factor indicate that they are caused by changes in both instantaneous current velocities and sea-lagoon interaction. In fact the new breakwaters in front of the Malamocco and Chioggia inlets modify the length and direction of the out fl ow jet (up to 1 ms− 1 ) and the patterns of the currents around the inlets and the nearby coast. The new arti fi cial island in the Lido inlet changes the current pattern and increases the current velocity on the southern side of the channel propagating this effect up to the Venice city. The risks and benefits individuated from our conclusion are that the Lido sub-basin can improve its renewal time, but the more intense current speeds can be a risk for the conservation of habitats and infrastructures. Finally the micro-circulation between the breakwater and the coast in Chioggia and Malamocco inlets can be a trap for pollutants or suspended sediment

Modeling the inter-annual variability of salinity in the lagoon of Venice in relation to the water framework directive typologies

The Water Framework Directive (2000/60/EC) requires member states to classify and enhance the ecological quality of water bodies in accordance with their type. To estimate the effect on type of the natural variability of lagoons, we applied a two-dimensional hydrodynamic model to the lagoon of Venice. The model calculated the mean annual spatial distributions of two variables: salinity and residence time. The standard deviation of salinity was also included, in order to estimate the variation of salinity values around the mean, which is associated with the instability of the mean salinity value. A highly detailed numerical grid was calibrated and high-frequency tributary discharge data were used. The simulations, under realistic forcing conditions, are based on the years 2003 and 2005. The former was characterized by low precipitation, around 30% less than the typical value. A comparison of model results and measurements shows the high reliability of the model in reproducing the spatial distribution and temporal evolution of salinity. We found strong inter-annual variation in salinity, standard deviation of salinity and residence time. The effect on the typing process is that the most representative types shift from one category to another. On the basis of the spatial patterns of the variables and their superposition, we identi fi ed types that described the bulk of the lagoon. This numerical tool offers support for lagoon management on various levels, in terms of both WFD requirements and other applications, by: (1) providing unbiased and objective zoning indications for the basin; (2) evaluating the response of water quality elements; (3) establishing the reference status of a water body; and (4) establishing a hierarchical division of a lagoon that can be used to select an appropriate number of sampling stations for monitoring

Hydraulic zonation of the lagoons of Marano and Grado, Italy. A modelling approach

The hydraulic regime-based zonation scheme of the Lagoons of Marano and Grado (Italy) has been derived by means of numerical models. A finite element modelling system has been used to describe the water circulation taking in account different forces such as tide, wind and rivers. The model has been validated by comparing the simulation results against measured water levels, salinity and water temperature data collected in several stations inside the lagoons. The analysis of water circulation, salinity and spatial distribution of passive tracers released at the inlets, led to a physically-based division of the lagoons system into six subbasins. The derived classification scheme is of crucial value for understanding the renewal capacity and pollutants distribution patterns in the lagoon

A análise crítica de necessidades para línguas adicionais na educação indígena: um exemplo brasileiro

Needs analysis is often the first step in planning an additional language curriculum; however, the process should be differentiated when implemented in the specific context of additional language education in indigenous school settings. The present paper proposes a collaborative critical needs analysis process for developing critical additional language teaching materials for an indigenous school. A historical overview of needs analysis within mainstream additional language education is provided, followed by a discussion of more recent work on needs analysis from a critical perspective. The theoretical contributions are then considered in the context of the first author’s experiences conducting a needs analysis for developing trilingual vocabulary materials for teaching English as an additional language in a Krahô indigenous school in Tocantins, Brazil. The account of what was done is used to develop a perspective on what critical and indigenous-oriented needs analysis concepts and procedures should be in future field applications in indigenous education. Conceptual sources such as Participatory Action Research, active interviewing, and a dialogical perspective on needs analysis instruments are advocated as a means to bring the practice of needs analysis into alignment with critical and indigenous perspectives, thus identifying and providing preliminary responses to the conceptual gaps which remain to be filled by future work in this area.El análisis de necesidades suele ser el primer paso en la planificación de un currículo de lenguas adicionales; sin embargo, el proceso debe diferenciarse cuando se aplica en el contexto específico de la enseñanza de lenguas adicionales en entornos escolares indígenas. El presente trabajo propone un proceso colaborativo de análisis crítico de necesidades para desarrollar materiales didácticos críticos de lenguas adicionales para una escuela indígena. Se presenta una visión general histórica del análisis de necesidades en la ensenãnza regular de lenguas adicionales, seguida de una discusión de trabajos más recientes sobre análisis de necesidades desde una perspectiva crítica. Se consideran las contribuciones teóricas en el contexto de las experiencias del primer autor en la realización de un análisis de necesidades para desarrollar materiales de vocabulario trilingüe para la enseñanza de inglés como lengua adicional en una escuela indígena krahô en Tocantins, Brasil. El relato de lo que se hizo se utiliza para desarrollar una perspectiva sobre lo que deben ser los conceptos y procedimientos de análisis de necesidades críticos y orientados a los indígenas en futuras aplicaciones de campo en la educación indígena. Se defienden fuentes conceptuales como la Investigación Acción Participativa, la entrevista activa y una perspectiva dialógica de los instrumentos de análisis de necesidades como medios para alinear la práctica del análisis de necesidades con las perspectivas críticas e indígenas, identificando y proporcionando así respuestas preliminares a las lagunas conceptuales que quedan por llenar en futuros trabajos en esta área.A análise de necessidades costuma ser a primeira etapa do planejamento de um currículo de línguas adicionais; no entanto, o processo deve ser diferenciado quando implementado no contexto específico do ensino de línguas adicionais em ambientes escolares indígenas. O presente documento propõe um processo colaborativo de análise crítica de necessidades para o desenvolvimento de materiais didáticos críticos de línguas adicionais para uma escola indígena. É apresentada uma visão geral histórica da análise de necessidades no ensino regular de línguas adicionais, seguida de uma discussão de trabalhos mais recentes sobre análise de necessidades a partir de uma perspectiva crítica. As contribuições teóricas são então consideradas no contexto das experiências do primeiro autor na condução de uma análise de necessidades para o desenvolvimento de materiais de vocabulário trilíngue para o ensino de inglês como língua adicional em uma escola indígena Krahô no Tocantins, Brasil. O relato do que foi feito é usado para desenvolver uma perspectiva sobre quais devem ser os conceitos e procedimentos de uma análise critica de necessidades orientada para indígenas . Fontes conceituais como a Pesquisa de Ação Participativa, a entrevista ativa e uma perspectiva dialógica sobre os instrumentos de análise de necessidades são defendidas como um meio de alinhar a prática da análise de necessidades com as perspectivas críticas e indígenas, identificando e fornecendo respostas preliminares às lacunas conceituais que ainda precisam ser preenchidas por trabalhos futuros nessa área

Synthesis and characterization of entangled mesoscopic superpositions for a trapped electron

We propose a scheme for the generation and reconstruction of entangled states between the internal and external (motional) degrees of freedom of a trapped electron. Such states also exhibit quantum coherence at a mesoscopic level.Comment: 4 pages, 1 figure, RevTeX (twocolumn

Unraveling the Effects of Task Sequencing on the Syntactic Complexity, Accuracy, Lexical Complexity, and Fluency of L2 Written Production

Although several studies have explored the effects of task sequencing on second language (L2) production, there is no established set of criteria to sequence tasks for learners in L2 writing classrooms. This study examined the effect of simple ̶ complex task sequencing manipulated along both resource-directing (± number of elements) and resource-dispersing (± planning time) factors on L2 writing compared to individual task performance using Robinson’s (2010) SSARC model of task sequencing. Upper-intermediate L2 learners (N = 90) were randomly divided into two groups: (1) Participants who performed three writing tasks in a simple–complex sequence, and (2) participants who performed either the simple, less complex, or complex task. Findings revealed that simple-complex task sequencing led to increases in syntactic complexity, accuracy, lexical complexity, and fluency, as compared to individual task performance. Results are discussed in light of the SSARC model, and theoretical and pedagogical implications are provided. &nbsp

"Ethnolects" and Varieties of Canadian English

‘Foreign’ language features of first-generation Canadians do not persist in their children and grandchildren. ‘Ethnolects’ should be viewed as ways that speakers of different ethnic backgrounds construct and convey their identity, rather than an inability to acquire English.York’s Knowledge Mobilization Unit provides services and funding for faculty, graduate students, and community organizations seeking to maximize the impact of academic research and expertise on public policy, social programming, and professional practice. It is supported by SSHRC and CIHR grants, and by the Office of the Vice-President Research & Innovation. [email protected] www.researchimpact.c