Interactive impacts of meteorological and hydrological conditions on the physical and biogeochemical structure of a coastal system

The German Bight was exposed to record high riverine discharges in June 2013, as a result of flooding of the Elbe and Weser rivers. Several anomalous observations suggested that the hydrodynamical and biogeochemical states of the system were impacted by this event. In this study, we developed a biogeochemical model and coupled it with a previously introduced high-resolution hydrodynamical model of the southern North Sea in order to better characterize these impacts and gain insight into the underlying processes. Performance of the model was assessed using an extensive set of in situ measurements for the period 2011–2014. We first improved the realism of the hydrodynamic model with regard to the representation of cross-shore gradients, mainly through inclusion of flow-dependent horizontal mixing. Among other characteristic features of the system, the coupled model system can reproduce the low salinities, high nutrient concentrations and low oxygen concentrations in the bottom layers observed within the German Bight following the flood event. Through a scenario analysis, we examined the sensitivity of the patterns observed during July 2013 to the hydrological and meteorological forcing in isolation. Within the region of freshwater influence (ROFI) of the Elbe–Weser rivers, the flood event clearly dominated the changes in salinity and nutrient concentrations, as expected. However, our findings point to the relevance of the peculiarities in the meteorological conditions in 2013 as well: a combination of low wind speeds, warm air temperatures and cold bottom-water temperatures resulted in a strong thermal stratification in the outer regions and limited vertical nutrient transport to the surface layers. Within the central region, the thermal and haline dynamics interactively resulted in an intense density stratification. This intense stratification, in turn, led to enhanced primary production within the central region enriched by nutrients due to the flood but led to reduction within the nutrient-limited outer region, and it caused a widespread oxygen depletion in bottom waters. Our results further point to the enhancement of the current velocities at the surface as a result of haline stratification and to intensification of the thermohaline estuarine-like circulation in the Wadden Sea, both driven by the flood event

O ensino de PHP em páginas web dinâmicas através do desenvolvimento de um "fórum online sobre património cultural"

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino da Informática, Universidade de Lisboa, Instituto de Educação, 2020O presente relatório foi concretizado no âmbito da unidade curricular de Iniciação à Prática Profissional IV do Mestrado em Ensino da Informática do Instituto de Educação da Universidade de Lisboa. Retrata a intervenção pedagógica na Escola Secundária Gago Coutinho, numa turma do segundo ano do Curso Profissional de Técnico de Gestão e Programação de Sistemas Informáticos na disciplina de Redes de Comunicação e concretamente no final do módulo cinco: “Desenvolvimento de Páginas Web Dinâmicas” com a duração de catorze tempos letivos de quarenta e cinco minutos de prática de ensino supervisionada. Em virtude da suspensão das aulas presenciais por ordem do Governo a dezasseis de março de 2020 devido à pandemia COVID-19, quatro tempos decorreram presencialmente e dez tempos letivos decorreram à distância de forma síncrona via Zoom. Os conteúdos programáticos abordados foram os seguintes: sessões, cookies, tratamento de erros na linguagem PHP (PHP: Hypertext Preprocessor) e a consolidação de conhecimentos em linguagens PHP, HTML (Hyper Text Markup Language), CSS (Cascading Style Sheets) e SQL (Structured Query Language), que permitiram criar um fórum online sobre o património do concelho de Vila Franca de Xira que se enquadrou no tema do DAC (Domínio de Autonomia Curricular) da turma. Foi realizado um trabalho interdisciplinar e de articulação curricular privilegiando o trabalho prático e o desenvolvimento das capacidades de pesquisa, relação e análise, com vista ao desenvolvimento das áreas de competências inscritas no Perfil dos Alunos à Saída da Escolaridade Obrigatória. No decorrer da prática de ensino supervisionada foram usadas várias metodologias, nomeadamente a ativa, interrogativa e também a expositiva, de modo a minimizar as dificuldades identificadas por alguns autores no ensino dos princípios da programação aos alunos. Por fim, com o objetivo de avaliar de forma contínua as atitudes, o trabalho desenvolvido pelos alunos e a aquisição de conhecimentos, foram utilizadas ferramentas de avaliação diagnóstica, formativa e sumativa.The following report was accomplished in the curricular unit ambit of Initiation to Professional Practice IV Master’s Degree in Computer Science Teaching at Lisbon University, Educational Institute. The pedagogical intervention retracts the Secondary School Gago Coutinho, of an A-levels class from a Professional and Technical course in Management and Computer Systems Developer, considering the subject of communication networks, more precisely at the end of the 5th unit: “Dynamic Web Pages Development” the supervised teaching practice had the duration of 14 academic days which lasted 45 minutes each. Due to the COVID-19 pandemic, school suspension of presential classes was ordered by the government, March 16th of 2020, so only 4 academic days were attended. The remaining 10 occurred in long-distance learning synchronously using Zoom. The addressed programmatic contents were the following: sessions, cookies, language error treatment PHP (PHP: Hypertext Preprocessor) and knowledge in languages consolidation in PHP, HTML (HyperText Markup Language), CSS (Cascading Style Sheets) e SQL (Structured Query Language), which allowed to create an online forum about Vila Franca de Xira municipality Patrimony, and framed the theme CAD (Curricular Autonomy Dominance) of the class. An interdisciplinary work was carried out in the curricular articulation, privileging the practical work. Development of searching capabilities, relationship association, and analyse. Considering this, the intent is to develop the several knowledge areas enrolled in the student’s profile when they exit the obligatory schooling. During the practicing supervised taught, several methodologies were used. Such as active, interrogative, and expositive, to minimize the difficulties presented by some authors concerning teaching programming principal to students. To summarize, the objective is: To evaluate the attitudes continuously, the acquisition of knowledge, and work developed by the students. This became possible using tools of diagnostic, formative, and summative evaluation