Dissertations / Theses: 'Wenger'

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Wenger, Klaus [Verfasser]. "Generic Cut Generation Methods for Routing Problems / Klaus Wenger." Aachen : Shaker, 2004. http://d-nb.info/1172609489/34.

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Wenger, Kai Rouven [Verfasser]. "Essays on structural change tests under long memory / Kai Rouven Wenger." Hannover : Gottfried Wilhelm Leibniz Universität Hannover, 2020. http://d-nb.info/1204459487/34.

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Wenger, Frank Axel [Verfasser], and M. [Gutachter] Büchler. "Neue medikamentöse Therapiestrategien beim Pankreaskarzinom / Frank Axel Wenger ; Gutachter: M. Büchler." Berlin : Humboldt-Universität zu Berlin, 2003. http://d-nb.info/1207661899/34.

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Harris, Kerry. "Enhancing coaches' experiential learning through 'communities of practice' (Lave & Wenger, 1991)." Thesis, Cardiff Metropolitan University, 2010. http://hdl.handle.net/10369/2716.

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Significant work in the social sciences has argued the nature of learning as a collaborative, social process (Lave & Wenger, 1991). Similarly, research within coaching has positioned interaction and experience within practical coaching contexts as the principal knowledge source of both novice and experienced coaches (Cushion, Armour & Jones, 2006; Jones, Armour & Potrac, 2004; Potrac, Jones & Armour, 2002). Despite such developments, a dearth of research exists examining the complexities inherent in establishing, developing and facilitating such a social learning environment. This is particularly so in terms of exploring the effectiveness of pedagogical frameworks used to develop coaches‟ experiential knowledge. The aim of this PhD thesis was to explore how, through an action research based study, coaches‟ experiential learning could be harnessed and better developed within Lave and Wenger‟s (1991) shared „communities of practice‟ (CoPs). The study involved two groups of coaches; one of elite and the other of developmental football players. Using an action research methodology, data on coaches‟ learning were gathered both through on-going observations and focus groups interviews over the course of a nine-month season. The data were inductively analysed and presented as a series of unfolding narratives. The plot hinges on my attempts as a facilitator to encourage the respective groups of coaches to engage and develop within their CoPs. Findings revealed that whilst the developmental coaches were generally positive about participating in a „community of practice‟ (CoP) and appeared to engage with its processes, the elite coaches were much less cooperative. The results contribute to the body of evidence-based studies that seek to examine, problematise and build credible pedagogies for coach education, whilst bringing to light the issues associated with the messy nature of such research and the constant everyday demands placed on coaches working at a variety of levels.

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Claesson, Rebecca. "Språket - en säkerhetsfråga? : En studie om handledning av nyanlända inom industrisektorn." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-386046.

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Trots en ökad efterfrågan i samhället på insatser för att stötta nyanlända i språkutveckling, och därmed även att ta sig in på arbetsmarknaden, finns i Sverige begränsad forskning kring handledning av nyanlända inom industrisektorn. Syftet med denna studie är att bringa kunskap i förutsättningar för arbetsplatslärande hos nyanlända inom industrisektorn, med fokus på språkinlärning. Detta görs genom att undersöka följande frågeställningar; Hur föreskrivs yrkesintroduktion gå till? Hur förhåller sig handledare till processer för nyanländas språkinlärning? Hur förhåller sig handledare till processer för inkludering av nyanlända? Vilka förutsättningar ger yrkesintroduktioner för nyanländas arbetsplatslärande inom företagen?Metoderna för att undersöka fenomenet är dels kvalitativa intervjuer av sex handledare för nyanlända på yrkesintroduktioner på tre olika företag inom industrisektorn, samt en text- och dokumentanalys av fyra stöddokument som har tagits fram av Delegationen för arbetsplatslärande vid yrkesintroduktionsanställningar (YA-delegationen) kring handledning av nyanlända. Genom ett teoretiskt ramverk baserat på Etienne Wengers teori om gränsland och mäklarskap inom ”Communities of Practices” (2000) tolkas resultaten från undersökningarna. Några av de slutsatser som dras är att handledarna på företagen främst arbetar med praktisk upplärning av arbetsuppgifter och språkinlärning som fokuserar på inlärning av enskilda yrkesbegrepp. Djupare diskussioner kring normer och värderingar samt ”mjuka värden” hindras på grund av bristande språkkunskaper hos de nyanlända. Bristande kunskap i hur gemensamma aktiviteter för kunskapsutbyten kan ske utmärker även handledarskapet, och förslag på sådana aktiviteter saknas även i stöddokumenten. En sista slutsats är att om varken staten eller företagen själva kan stötta handledare i hur olika människors kunskaper kan tas tillvara på och hur mångfald ska utnyttjas så blir språket inom industrier inte bara en säkerhetsfråga, utan en samhällsfråga.
Despite an increased demand in society for effortsto support newly arrived immigrants in language development, and getting a way in to the labor market, there is a limited research in Sweden on mentorship of immigrants in the industrial sector. The aim of this study is to bring knowledge into the prerequisites for workplace learning among immigrants in the industrial sector, with a focus on language learning. This is done by examining the following questions;How are professional introductions precribed to be implemented? How do supervisors relate to processes for language learning of the immigrants? How do supervisors relate to processes for inclusion of immigrants? What are the prerequisites for professional introductions for immigrant´s workplace learning within the companies?The methods for examining this phenomenon are partly qualitative interviews of six mentors of immigrants at professional introductions at three different companies in the industrial sector, as well as a document analysis on four steering documents that have been provided by the YA-delegation. The results of the study are interpreted through a theoretical framework based on Etienne Wenger's (2000) theory of boarders and broakers within the theory of ”Communities of Practice”. Some of the conclusions that are drawn are that the mentors at the companies mostly work with practical training of tasks, and language learning that focuses on separate technical terms. Deeper discussions on norms and values are hindered by the lack of broader language skills of the immigrants. Lack of knowledge in how joint activities for knowledge sharing can be taken place characterizes the mentorships, and this aspect is also lacking in the state’s governance documents. One final conclusion is that if neither the state nor the companies themselves can support mentors in how different people's knowledge can be utilized and how diversity should be utilized, the language within industries will not only be a security issue, but a social issue.

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Wenger, Daniela [Verfasser], and Bernhard [Akademischer Betreuer] Hensel. "Carbon nanotube based ﬁeld emitters in diode operating mode / Daniela Wenger. Gutachter: Bernhard Hensel." Erlangen : Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), 2015. http://d-nb.info/1075836611/34.

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Körner, Daniel [Verfasser], Urs [Akademischer Betreuer] Wenger, Andreas [Akademischer Betreuer] Wipf, and Gernot [Akademischer Betreuer] Münster. "Non-perturbative renormalization on the lattice / Daniel Körner. Gutachter: Urs Wenger ; Andreas Wipf ; Gernot Münster." Jena : Thüringer Universitäts- und Landesbibliothek Jena, 2014. http://d-nb.info/1060717220/34.

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Wenger, Stephan [Verfasser], and Marcus [Akademischer Betreuer] Magnor. "Regularized Optimization Methods for Reconstruction and Modeling in Computer Graphics / Stephan Wenger ; Betreuer: Marcus Magnor." Braunschweig : Technische Universität Braunschweig, 2014. http://d-nb.info/117582108X/34.

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Lynn, John F. "Application of the Wenger taxonomy for classifying goods purchased by the Federal Government to market research." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA292717.

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Schilling, Silvia [Verfasser], and Ekkehard [Gutachter] Wenger. "Auskauf von Minderheitsaktionären nach schweizerischem Kapitalmarktrecht - eine empirische Analyse öffentlicher Übernahmeangebote / Silvia Schilling. Gutachter: Ekkehard Wenger." Würzburg : Universität Würzburg, 2015. http://d-nb.info/1111509131/34.

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Badenhorst, Anne, and annebadenhorst@optusnet com au. "Beyond the region: the learning region." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091217.162201.

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In a global economy and a world of increasing polarisation and unsustainable development, learning is critical to change. With most of the world's population in cities and the region increasingly the focus of measures to improve prospects, the learning region concept integrates the conflicting, diverse and complex issues of development. This thesis examines learning in networks and further develops the theory of the learning region through a case study in Melbourne, Australia. It begins with a case study of an industry network which was part of a research project - City Regions, Intelligent Territories, Innovation Competitiveness and Learning (CRITICAL). The CRITICAL research project examined learning processes in five cities and developed theory and tools to support learning regions. In this thesis the study of the industry network became the first step in a case study of the northern metropolitan regional economic development project. The study of the region demonstrated that there existed a strategic regional approach supporting local learning and action developed through projects based on local research and collaboration. The theories of 'communities of practice and 'architectures of learning' (Wenger 1998) provided the conceptual framework for the case study and proved to be a novel way to discern how learning was supported. A key finding in this thesis was how learning in networks was supported and that this led to organisational change, innovation and learning across differ ent sectors and organisations. Data was analysed using a typology of the learning region developed in the CRITICAL project and the region was found to have characteristics of a learning region although without wider connectivity across the city could only be considered a sub region. The study contributes to the body of work which demonstrates that the university can play a significant role in supporting the learning region and local engagement of key organisations, enterprises and government, and in the understanding of policy and programs to develop learning regions. The findings also contribute to innovation theory particularly with regard to networks and small to medium enterprises in manufacturing. Findings support the development of frameworks for urban regional development with the partnering of different levels of government to create new ways of operating and learning in the emerging mode of local governance partnerships and highlight the need to develop ways of measuring and understanding success or failure which capture the social, economic, cultural and environmental priorities of society.

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Wenger, Philip Wolf [Verfasser]. "Praxisrelevante Inhalte außerbetrieblicher Stellenausschreibungen : ein Beitrag zur Linderung der "Mismatch-Problematik" der Arbeitsmarktsituation in Deutschland / Philip Wolf Wenger." Berlin : Freie Universität Berlin, 2013. http://d-nb.info/1031100210/34.

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Matbaechi, Ettehad Honeyeh [Verfasser], Christian [Gutachter] Wenger, and Inga Anita [Gutachter] Fischer. "Dielectrophoretic manipulation of yeast cells using CMOS integrated microfluidic / Honeyeh Matbaechi Ettehad ; Gutachter: Christian Wenger, Inga Anita Fischer." Cottbus : BTU Cottbus - Senftenberg, 2021. http://d-nb.info/1237687322/34.

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Turner, Christina. "Ett socialt forum som mötesplats och idébank för praktiserande och blivande bild och medialärare? : En undersökning kring behovet av ett gemensamt forum för bild och medialärare och hur det behovet ser ut." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-192282.

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Syftet med denna studie var att undersöka om det finns ett behov för konst och media lärare och lärarstudenter att delta, dela utbildningsmaterial och utveckla sin kompetens inom sin praxis i en social gemenskap på internet. Ett annat syfte var att identifiera vilka dessa behov och krav skulle vara, och hur en sådan webbplats bör vara utformad utifrån dessa krav. Jag har baserat studien på en teori om socialt lärande ”Communities of Practice” av Etienne Wenger. Kärnan i teorin tar upp hur vi som aktiva deltagare, kan lära tillsammans och utveckla våra identiteter och våra kunskaper i ett samhälle genom praktik i en meningsfull miljö. Resultaten av den första delen av studien bygger på kvantitativa och kvalitativa data från enkäter och intervjuer med lärare och blivande lärare. Vidare utvärderade en fokusgrupp bestående av lärare ett antal webbplats-prototyper baserade på resultat från frågeformulär och intervjuer. Prototyperna utgick ifrån principerna inom interaktionsdesign, med tillhörande personligheter och scenarier. I resultaten framträdde tydligast följande områden, vikten av sociala forum, delade resurser, kompetensutveckling och att kunna registrera sig med personlig profil. Dessa områden identifierades och diskuterades i fokusgruppen som i den andra delen av studien konstruerade två nya prototyper, en inlologgningssida och en startsida baserade på tidigare resultat. Slutgiltigt finns ett stort behov av en social gemenskap av delad praxis och delaktighet på en gemensam webbplats och gruppen hade också tydliga åsikter om hur en sådan webbplats bör utformas. Lärarna i studien uttryckte också nödvändigheten av att utveckla sin kompetens inom digitala lärresurser, enligt de nya kursplaner i grund-och gymnasieskolan. Således svarar resultaten bra på de viktigaste begreppen i teorin "Communities of Practice" och det bör finnas en god potential för att starta en sådan gemenskap av praxis för denna grupp och kanske även för andra grupper av lärare.
The aim of this study was to investigate if there is a need for art and media teachers andteacher students to be able to participate, share educational materials and develop theircompetence within their practice in a social community on the internet. Another aim was toidentify which these needs and requirements would be, and how such a website should bedesigned, considering these requirements.I have based the study on the social learning theory Communities of practice by EtienneWenger, the core of the theory being how we, as active participants, learn together anddevelop our identities in a community through practice in a meaningful environment.The results of the first part of the study are based on quantitative and qualitative data fromquestionnaires and interviews with teachers and teacher students. Further a focus group ofteachers evaluated a number of website-prototypes based on the results from thequestionnaire and the interviews. The prototypes were built on principles of interactiondesign, with related personas and scenarios.In the results the patterns social forum, shared resources, competence developing andregistration with personal profile emerged the most. This was also identified and discussedby the focus group who in the second part of the study constructed two new prototypes, alogin page and a start page based on the previous results.Conclusively there is a great need for a social community of shared practice and participationon a mutual website and the group also had clear opinions about how such a website shouldbe designed. Also teachers expressed the necessity to developing competence in digitallearning resources, according to new curriculums in elementary and secondary schools.Thus the results respond well to the main concepts of the theory “communities of Practice”and there should be a good potential for starting such a community of practice for this groupand perhaps other groups of teachers.

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Wenger, Marina [Verfasser]. "Variabilität schulischer Lernumwelten : - Unterschiede in der Unterrichts- und Schulqualität zwischen Schulen und das Zusammenspiel mit Kontextmerkmalen und Schülerleistungen - / Marina Wenger." Berlin : Freie Universität Berlin, 2020. http://d-nb.info/1220288241/34.

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Harrison, William M. "Application of the Wenger Taxonomy for classifying goods procured by the Federal Government to Commercial off-the-shelf computer hardware equipment." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1997. http://handle.dtic.mil/100.2/ADA341481.

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Thesis (M.S. in Management) Naval Postgraduate School, December 1997.
"December 1997." Thesis advisor(s): David V. Lamm, Mark E. Nissen. Includes bibliographical references (p. 133-135). Also available online.

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Schmidt, Daniel [Verfasser], Andreas [Gutachter] Wipf, Urs [Gutachter] Wenger, and Simon [Gutachter] Hands. "Three-dimensional four-fermion theories with exact chiral symmetry on the lattice / Daniel Schmidt ; Gutachter: Andreas Wipf, Urs Wenger, Simon Hands." Jena : Friedrich-Schiller-Universität Jena, 2018. http://d-nb.info/117039826X/34.

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Jamal, Farabi Ibne [Verfasser], Dietmar [Akademischer Betreuer] Kissinger, Christian [Gutachter] Wenger, and Hermann [Gutachter] Schumacher. "Integrated low-power millimeter-wave sensor circuits for biomedical applications / Farabi Ibne Jamal ; Gutachter: Christian Wenger, Hermann Schumacher ; Betreuer: Dietmar Kissinger." Berlin : Technische Universität Berlin, 2021. http://d-nb.info/1226217419/34.

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August, Daniel [Verfasser], Andreas [Gutachter] Wipf, Urs [Gutachter] Wenger, and Simon [Gutachter] Catterall. "Two-dimensional N = (2, 2) super Yang-Mills theory on the lattice / Daniel August ; Gutachter: Andreas Wipf, Urs Wenger, Simon Catterall." Jena : Friedrich-Schiller-Universität Jena, 2019. http://d-nb.info/1205884262/34.

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Dahlberg, Märta. "Studenters erfarenheter av relationen mellan universitet och arbetsliv." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-322958.

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Wenger, Jan O. [Verfasser], Michael [Akademischer Betreuer] Pfeifer, and Thomas [Akademischer Betreuer] Bein. "Ein neues miniaturisiertes System für die extrakorporale Membranoxygenierung beim akuten schweren Lungenversagen des Erwachsenen / Jan O. Wenger. Betreuer: Michael Pfeifer ; Thomas Bein." Regensburg : Universitätsbibliothek Regensburg, 2012. http://d-nb.info/1024199053/34.

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Soltani, Zarrin Pouya [Verfasser], and Christian [Gutachter] Wenger. "Permittivity biosensor for the recognition of saliva samples of COPD patients using neuromorphic-based machine learning / Pouya Soltani Zarrin ; Gutachter: Christian Wenger." Cottbus : BTU Cottbus - Senftenberg, 2021. http://d-nb.info/1233683306/34.

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Arnell, Rose. "Teacher Beliefs on Personal Learning, Collaboration, and Participation in Virtual Communities of Practice." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/48.

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Virtual communities of practice have been used to improve teachers' instructional practice; yet, many of these communities do not take into account the effect of teachers' personal learning and collegial collaboration beliefs on engagement within this model. The purpose of this qualitative case study was to examine if teaching was enhanced through participation in virtual communities of practice and determine if teachers' personal beliefs prior to entering these communities influenced their engagement. Wenger's social learning theory served as the conceptual framework. The research questions asked how teachers' beliefs on personal learning and their beliefs on collaboration influenced their engagement in virtual communities of practice and how personal learning networks facilitated extended technology-based learning in the classroom. Data were collected through 2 semi structured interviews with 9 teacher participants and analysis of digital records from the Classroom 2.0 and Flat Connections Nings. Manual, open-coding of the data revealed themes which explained the use of personalized learning networks for instructional growth and social networking for collaborative practice. Findings indicated that while teachers' previously held ideas were not significantly altered, the social, supportive environments created through virtual learning communities made a suitable setting for professional development. These findings may effect positive social change as virtual communities of practice for teachers evolve into professional development environments that challenge teacher beliefs, use progressive technologies, and engage teachers in collaborative activities.

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Moir, Ariana. ""It's not like someone hands you a brochure" : A qualitative study of migrant mothers' perceptions of their learning at Swedish open preschools." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-139109.

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Times of transition can provoke informal learning that is both potentially transformative and often unacknowledged. New mothers living in a new country are in effect undergoing a double transition, and thus are in a position to possibly undertake a great deal of informal learning. This research focuses on migrant mothers living in Sweden and aims to understand their perceptions of their own learning at open preschools (öppna förskolor), or drop-in centers for young children and their caretakers. Through a small-scale qualitative study using semi-structured interviews, eight migrant mothers living in Solna municipality shared their memories and opinions about open preschools. The data was analyzed using thematic analysis and examined in light of Wenger’s (1998) social theory of learning and community of practice framework. The mothers overwhelmingly identified open preschools as places of support, with some also perceiving them as places of learning. Nonetheless, the findings show a great deal of informal learning related to mothering and mothering in a new country. There was a complicated relationship between supports and barriers to learning, reflecting the nuanced nature of communities of practice. In short, open preschools gave the participants a place to engage on their own terms with the intellectual work involved with forming their identities as migrant mothers. They also, however, encouraged the development of mothering identities that are in line with dominant Swedish discourses about gender and childrearing. This study proposes nevertheless that open preschools play a vital role in supporting parental learning and easing the transition to life in Sweden for migrant mothers.

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Wandtke, Sebastian [Verfasser], Dietmar [Akademischer Betreuer] Stalke, Oliver [Akademischer Betreuer] Wenger, Konrad [Akademischer Betreuer] Koszinowski, Guido [Akademischer Betreuer] Clever, Herbert W. [Akademischer Betreuer] Roesky, and Michael [Akademischer Betreuer] John. "Anthracene Based Colorimetric Molecular Sensors / Sebastian Wandtke. Gutachter: Dietmar Stalke ; Oliver Wenger ; Konrad Koszinowski ; Guido Clever ; Herbert W. Roesky ; Michael John. Betreuer: Dietmar Stalke." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2015. http://d-nb.info/1067626441/34.

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Guha, Subhajit [Verfasser], Roland [Akademischer Betreuer] Thewes, Roland [Gutachter] Thewes, Christian [Gutachter] Wenger, and Hermann [Gutachter] Schumacher. "Integrated microwave biosensors on SiGe BiCMOS technology: a “More Than Moore” approach / Subhajit Guha ; Gutachter: Roland Thewes, Christian Wenger, Hermann Schumacher ; Betreuer: Roland Thewes." Berlin : Technische Universität Berlin, 2017. http://d-nb.info/1156180236/34.

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Luo, Yusen [Verfasser], Benjamin [Gutachter] Dietzek, Oliver S. [Gutachter] Wenger, and Inke [Gutachter] Siewert. "Photoinduced electron transfer dynamics in Ruthenium(II) Bis(terpyridine) based molecular dyads and triads / Yusen Luo ; Gutachter: Benjamin Dietzek, Oliver S. Wenger, Inke Siewert." Jena : Friedrich-Schiller-Universität Jena, 2019. http://d-nb.info/1206605286/34.

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Hankache, Jihane [Verfasser], Oliver [Akademischer Betreuer] Wenger, Franc [Akademischer Betreuer] Meyer, Dietmar [Akademischer Betreuer] Stalke, and Jörg [Akademischer Betreuer] Schroeder. "Photoinduced electron transfer in dyads and triads with d6 metal complexes and anthraquinone / Jihane Hankache. Gutachter: Franc Meyer ; Dietmar Stalke ; Jörg Schroeder. Betreuer: Oliver Wenger." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2012. http://d-nb.info/1043938516/34.

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Wenger, Ulrich [Verfasser], Klaus [Akademischer Betreuer] Feldmann, Klaus [Gutachter] Feldmann, Günther [Gutachter] Seliger, Manfred [Herausgeber] Geiger, and Klaus [Herausgeber] Feldmann. "Prozessoptimierung in der Wickeltechnik durch innovative maschinenbauliche und regelungstechnische Ansätze / Ulrich Wenger ; Gutachter: Klaus Feldmann, Günther Seliger ; Betreuer: Klaus Feldmann ; Herausgeber: Manfred Geiger, Klaus Feldmann." Erlangen : Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), 2004. http://d-nb.info/1200211111/34.

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Hellström, Magnus, and Karina Kristensen. "Pedagogiska insatser för främjande av elevernas relationskapande i fritidshemmet." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65762.

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Pedagogiska insatser för främjande av elevers relationsskapande i fritidshemmet är ett utvecklingsinriktat arbete som utfördes under våren 2017 i ett fritidshem på en mindre ort. Under en VFU (Verksamhetsförlagd utbildning) uppmärksammades ett utvecklingsområde. Barnen i verksamheten grupperade sig i mindre isolerade grupper, där medlemmarna sällan gick ur sina grupper och mötte andra barn i verksamheten. Utvecklingsarbetets syfte var att genom pedagogiska insatser främja varierade gruppkonstellationer. Arbetet har använt Lewins action research spiral som modell, samt inspirerats av Wengers sociala inlärningsteori, och har resulterat i två temaarbeten som skulle främja de varierande gruppkonstellationerna projektet sökte. Dessa temaarbeten följdes upp och utvärderades tillsammans med den befintliga personalen i verksamheten. För att skapa en nulägesanalys samt generera en god didaktisk bas för projektet har systematiska observationer gjorts i barngruppen. I dessa observationer har värdefull information framkommit som har varit betydande för såväl projektets uppstart som resultat. Genom arbetet har det visat sig vara svårt att påverka gruppkonstellationer och luckra upp inrutade mönster. Barnen i projektet påverkades i många fall utifrån olika gränsmarkeringar, så som kön, miljö, likheter och olikheter. Projektet kan därför visa vikten av ett aktivt genusarbete i skola/fritidshem samt pedagogens egen roll för att varierat möte ska ske för eleverna. De pedagogiska insatser detta projekt syftar till är att försöka skapa gemensamma intressen för barnen, som de sedan själva kan mötas i. Under arbetets gång har det visat sig att det inrymmer flera olika typer av handlingar i de pedagogiska insatserna för att främja varierande gruppkonstellationer.

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Kayser, Stefan [Verfasser], Christian [Gutachter] Wenger, Thomas [Gutachter] Schröder, and Michele [Gutachter] Virgilio. "The lateral photovoltage scanning method to probe spatial inhomogeneities in semiconductors: a joined numerical and experimental investigation / Stefan Kayser ; Gutachter: Christian Wenger, Thomas Schröder, Michele Virgilio." Cottbus : BTU Cottbus - Senftenberg, 2021. http://d-nb.info/1228863342/34.

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Döring, Alexander [Verfasser], Carola [Akademischer Betreuer] Schulzke, and Oliver [Akademischer Betreuer] Wenger. "Verbindungen von Molybdän und Wolfram in den Oxidationsstufen IV - VI als Modelle für Molybdän- und Wolfram-Cofaktoren / Alexander Döring. Gutachter: Carola Schulzke ; Oliver Wenger. Betreuer: Carola Schulzke." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2011. http://d-nb.info/1043939415/34.

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Haas, Michael [Verfasser], Joachim [Akademischer Betreuer] Krause, Andreas [Gutachter] Wenger, and Christoph [Gutachter] Bluth. "Red Perimeter Defeated : U.S. Naval Supremacy, Competitive Adaptation, and the Third Battle of the Atlantic, 1946-1981 / Michael Haas ; Gutachter: Andreas Wenger, Christoph Bluth ; Betreuer: Joachim Krause." Kiel : Universitätsbibliothek Kiel, 2019. http://d-nb.info/1234451336/34.

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Widdicombe, Daniel. "Come together: Creating a cross-genre musical community of practice." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/211470/1/Daniel_Widdicombe_Thesis.pdf.

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This practice-led research sought ways of developing and sustaining a cross-genre musical collaboration with the aim of recording and releasing an album of new music. The practice component was a collaboration between a folk singer/songwriter, and a jazz trio. Informed by Wenger’s Communities of Practice theory, this research revealed learning outcomes throughout three phases of practice: Engaging, Imagining and Aligning. The central learnings include the importance of community maintenance, building trust within the community, and then using this sense of trust to be able to take the practice of this project to the wider music community.

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Winkler, Felix [Verfasser], Johann W. [Gutachter] Bartha, and Christian [Gutachter] Wenger. "Through Silicon Via Field-Effect Transistor with Hafnia-based Ferroelectrics and the Doping of Silicon by Gallium Implantation Utilizing a Focused Ion Beam System / Felix Winkler ; Gutachter: Johann W. Bartha, Christian Wenger." Dresden : Technische Universität Dresden, 2020. http://d-nb.info/122731227X/34.

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Powell, Aaron Wiatt. "Online Support for Intentional, Teacher Community of Practice." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/30253.

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The term Community of Practice (CoP) is often used rather loosely to describe many types of instructional settings that support more constructivist or social learning settings. This study differentiates CoP from other learning communities with greater discipline in defining CoP, as characterized by sustained self-organization for example. Such a CoP sits quite apart from the typical intent of instructional settings. The literature on intentional CoP suggests that the greatest challenges are a sense of interdependence among CoP members, the authenticity of the practice or purpose, and a trajectory for the CoPâ s future. The purpose of this case study was to attend to these issues with an online initiative to nurture CoP among practicing teachers in a reading-specialist, graduate program. For the course under study, learners engaged only in cooperative projects with the support of a community worksite (Sakai). Throughout the term, the worksite was promoted as a community place independent of the course and program, a place where they could continue to share indefinitely; and they were encouraged to think of what formal and informal activities the system could support, and how. The study explored how participants responded verbally and behaviorally to the community worksite and the other technologies employed to better support their group work and sharing of knowledge in general. The groupâ s technical skills, competing cultures and practices, and the level of authenticity were all significant challenges. The studyâ s findings challenge the application of this learning theory at the course level of academics, and they inform future design of online support for intentional CoP.
Ph. D.

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Fourie, Carina M. "Sensemaking in communities of practice." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1913.

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Thesis (MPhil (Information Science))--University of Stellenbosch, 2009.
This thesis explores the notion of communities of practice, and in particular how they make sense of their environment in order to create knowledge and enable learning. Traditionally communities of practice are viewed as stewards of expert knowledge, but this thesis argues that they are better understood as sensemaking phenomena. Chapter one introduces the theory of sensemaking as developed by Karl Weick. This chapter introduces the seven properties of sensemaking. It also explores organisational sensemaking by taking the intersubjective and generic subjective levels of sensemaking into account. Chapter two focuses on the literature on communities of practice as self-organising knowledge structures. Three structural aspects of communities of this kind are introduced, namely domain, community and practice. Following Etienne Wenger two additional aspects of communities of practice—namely meaning and identity—are analyzed as these provide the basis for a link to sensemaking theory. In the final part of this chapter the downside of communities of practice is reviewed as they do not only present opportunities but also unique challenges for organisations. Chapter three combines the conclusions from the previous two chapters by interpreting communities of practice from a sensemaking perspective. The seven properties of sensemaking are applied to communities of practice and the role of meaning in communities of practice is viewed through the lens of sensemaking. Furthermore the role communities of practice might play in enhancing the phases of organisational sensemaking is indicated. Chapter four concludes that communities of practice indeed function as sensemaking phenomena in their environments. It is argued that nurturing communities of practice as centres of sensemaking could be advantageous to organisations and recommendations are made on how to best achieve this.

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Kjellin, Jan. "Kompetens 2.0 : Förskoleanställdas vägar till informellt lärande på Facebook." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-33444.

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Syftet med föreliggande studie är att med avstamp i tanken om det livslånga lärandet, via teorier om situerat lärande, vilka utvecklats av Jean Lave och Etienne Wenger och i kombination med teorier om informellt lärande och lärande gemenskaper, undersöka hur aktivt deltagande i en facebookgrupp för förskoleanställda kan förstås som bidragande till dessas kompetensutveckling. Mina två frågeställningar fokuserar på vilka kategorier av pedagogisk kompetens som väcker störst engagemang samt vilka språkhandlingar deltagarna nyttjar för att skapa förutsättningar för lärande i diskussionerna. Genom att besvara dessa frågor kan jag visa att en majoritet av diskussionerna går att placera i någon av Lee S. Shulmans kategorier för pedagogisk kompetens (PCK) och därmed kan beskrivas som praxisrelaterade. Jag kan också beskriva de språkhandlingar som tydligast skildrar en lärande ambition hos deltagarna som varande rådgivning respektive tips. Med hjälp av dessa språkhandlingar kan deltagarna tränga in i de pedagogiska frågeställningarna och skapa förutsättningar för ny eller utvidgad kunskap under diskussionens gång. Studiens resultat visar att facebookgruppen dessa diskussioner äger rum i kan beskrivas som en lärande gemenskap. Här ägnar sig deltagarna åt ett frivilligt, demokratiserat, informellt lärande i syfte att utveckla den egna pedagogiska kompetensen eller verksamheten. Av resultatet har jag kunnat göra ytterligare observationer: Med utgångspunkt i hur diskussionerna i den dominerande kategorin (KEC) präglades av att vara mer praktik- än praxisnära resonerar jag i diskussionsdelen angående hur detta kan vara ett tecken på att de anställdas förutsättningar att utöva sitt uppdrag även påverkar deras förutsättningar för fortsatt lärande och utveckling – så kallad ”beprövad erfarenhet” – kring detta uppdrag. Jag ser också hur informellt lärande har både styrkor och svagheter som tjänar på att utforskas ytterligare. Kanske, reflekterar jag, ligger det informella lärandets egentliga värde i dess förmåga att komplettera och – om det tillåts – transcendera det formella? Sammanfattningsvis kan studien på en övergripande nivå förstås som en slags hyllning till det informella lärandet. Frågan är inte hur, utan i hur hög grad och på vilket sätt deltagandet i dessa lärande gemenskaper utvecklar deltagarnas kompetens och i förlängningen även praxis.

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Nickel, Bethany J. "High School Band Communities of Practice During COVID-19: A Multiple Case Study." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1623155976075894.

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Bauer, Charlotte, and Lucia Hacker. "„Mehr“ Bibliothek durch weniger Handgriffe?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-119014.

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Längst wissen alle im Bibliotheksgeschäft Tätigen, dass Bibliotheken auch oder gerade in Zeiten von E-Books und Online-Journalen begehrte Arbeits- und Lernorte sind. Überfüllte Lesebereiche, Forderungen nach langen Öffnungszeiten und diversen Arbeitsplatzqualitäten sprechen eine deutliche Sprache. Diesen berechtigten Wünschen stehen jedoch meist knappe Mittel gegenüber und es stellt sich die Frage, wie wir zusätzlichen Service mit gleichbleibenden oder sinkenden Ressourcen leisten können. Was also liegt näher, als bestimmte Abläufe durch Automaten zu ersetzen? Damit könnten Kapazitäten frei werden, mit denen dieses besondere „Mehr“, das eine lebendige Bibliothek heute ausmacht, geboten werden kann.

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Malz, Angela. "Gemeinsam ist man weniger allein." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-188456.

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Die Zeiten, in denen eine Universität nur aus Fakultäten, zentralen Einrichtungen und der Verwaltung bestand, sind lange vorbei. Eine Vielzahl von Projekten und Initiativen sind ins Leben gerufen worden und viele von ihnen haben das Ziel, den Studierenden das Studium zu erleichtern, ihnen bei der Lösung von Problemen zu helfen und sie beim Übergang in die Berufstätigkeit zu unterstützen. In der TU Chemnitz gibt es beispielsweise TU4U, das Zentrum für den wissenschaftlichen Nachwuchs, das Gründernetzwerk SAXEED. Und dann gibt es noch die Universitätsbibliothek, die verwundert auf die Kursprogramme der Projekte schaut und darin Themen findet wie wissenschaftliches Arbeiten, Recherchetechniken, Vermeidung von Plagiaten – alles Themen, die zum Kerngeschäft der Bibliothek gehören. Wie verhält man sich als UB? Ist man zufrieden, weil den Studierenden geholfen wird? Ist man froh, dass man sich um diese Themen nicht mehr kümmern muss? Oder versucht man, seine Kompetenz und eine Zusammenarbeit anzubieten?

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Wagner, Michael. "„Weniger Ungerechtigkeit!“ statt „Was ist Gerechtigkeit?“." Diss., Ludwig-Maximilians-Universität München, 2013. http://nbn-resolving.de/urn:nbn:de:bvb:19-170070.

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Wengel, Robert [Verfasser]. "Die Zyklografie Wilhelm Fiedlers / Robert Wengel." Wuppertal : Universitätsbibliothek Wuppertal, 2020. http://d-nb.info/1210565846/34.

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Meier, Bernd, and Helmut Meschenmoser. "Mehr Energie - weniger Umweltbelastung? : Globale Konflikte, nationale Lösungsansätze." Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2010/4622/.

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Speziell zur Sicherung der Versorgung mit Elektroenergie wird in diesem Einhefter eine Expertendiskussion des 28. ZEIT FORUM DER WISSENSCHAFT vom 18.12.2007 aufgegriffen. Die Experten vertreten dabei unterschiedliche Interessen. Ziel der Materialien ist es, Schülerinnen und Schüler ab Klasse 9 anzuregen, sich mit einem politischen Konflikt auseinanderzusetzen und begründet Stellung zu beziehen. Des weiteren finden sich in der Zusammenstellung die Lösungsansätze der effizienten Produktion und Nutzung elektrischer Energie, der Nutzung regenerativer Energiequellen sowie der Nutzung eines Energiemix. Dabei werden die verschiedenen Unterrichtsmethoden der Pro- und Contra-Diskussion, des Gruppenpuzzles, der Zukunftskonferenz und der Szenariotechnik angesprochen.

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Wengel, Christian [Verfasser]. "Equatorial Pacific Variability in Climate Models / Christian Wengel." Kiel : Universitätsbibliothek Kiel, 2018. http://d-nb.info/1160235406/34.

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Wengert, Oliver [Verfasser]. "Responsemarker der Interferontherapie bei Multipler Sklerose / Oliver Wengert." Berlin : Medizinische Fakultät Charité - Universitätsmedizin Berlin, 2008. http://d-nb.info/102332833X/34.

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Wenge, Olga [Verfasser]. "Optimization in Inter-Cloud Markets / Olga Wenge." München : Verlag Dr. Hut, 2017. http://d-nb.info/1135595631/34.

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Haugøy, Grethe. "Sharing learning across diversity: Immigrant employees’ inclusion in communities of practice." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-113816.

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In Norway research on immigrants and the labour market has to a large degree focused on immigrants’ shortcomings, be it their lacking knowledge, competence and skills (KCS) or their failures in being recruited to available jobs. This study seeks to refocus current academic interest and investigates the potential benefits of recruiting immigrant employees. It explores highly skilled immigrants and how their KCS is valued, shared and used in a Norwegian workplace. In this study seven immigrant employees in a State organisation (the Directorate) are interviewed about their experiences with having their KCS validated, shared and used. In addition they reflect on the Directorate’s framework conditions for sharing learning, and whether the organisation is able to expand the organisational culture to embrace immigrants’ values, opinions and practices. The study adopts a socio-cultural view on learning and operationalises this approach through the use of Lave and Wenger’s concept of communities of practice (CoPs). Employees in the Directorate are thus seen as members of CoPs and new immigrant employees as novices going through a participative process to gain access to the CoPs’ repertoire of accepted practices. Findings indicate that the negotiation of meaning taking place when new, immigrant KCS enters CoPs is a contested process in which both new employees and veteran members go through a process of identity formation. Findings also indicate that although an organisation may have an inclusive work environment regarding surface-level diversity, the inclusion of foreign values, opinions and practices and the development of a diverse learning environment is dependent on a conscious strategy on harvesting foreign KCS.

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Iezzi, Patricia Braga Toledo. "Testes de aplicabilidade de sonda de eletrorresistividade na avaliação de salinização secundária de solos." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/44/44138/tde-15082008-104954/.

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Os métodos geofísicos têm sido utilizados para definir a extensão em área e em profundidade de contaminações causadas por compostos orgânicos ou inorgânicos, uma vez que tais contaminações alteram as propriedades físicas do meio. Este trabalho abrangeu o desenvolvimento de ensaios realizados em laboratório e em campo para verificar a aplicabilidade de minissonda de resistividade, que utiliza quatro eletrodos dispostos segundo o arranjo Wenner em conjunto com uma fonte de corrente e dois multímetros, o que torna possível a execução de uma medida convencional de resistividade em diferentes profundidades à medida que a sonda é cravada no solo. Uma eventual aplicação desta minissonda seria sua utilização na avaliação de salinização secundária de solos. A agroindústria, principalmente no estado de São Paulo, vem utilizando cada vez mais estufas para a produção de frutos e flores, principalmente. Os processos de irrigação, e o microclima criados dentro das estufas, têm causado o incremento da quantidade de sais no solo, uma vez que o solo não é naturalmente lixiviado pela água da chuva. Isto pode comprometer a utilização dessas estufas para fins ligados à agricultura. A salinidade refere-se à presença de sais dissolvidos no solo, na água superficial e subterrânea. A salinização do solo pode estar ligada a processos naturais como a pedogênese do solo ou ao clima local por exemplo, ou pode ter origem secundária, podendo estar relacionada às atividades antrópicas capazes de alterar esta propriedade do meio. O presente trabalho visou testar a aplicabilidade da minissonda de resistividade para a avaliação da salinização secundária de solos. O trabalho foi inicialmente desenvolvido em laboratório, onde foram efetuados experimentos em amostras de solo saturadas com soluções de NaCl em diferentes concentrações. Os resultados obtidos nestes ensaios utilizando um meio arenoso totalmente saturado mostraram que a condutividade elétrica aumenta em função da concentração de NaCl utilizado na solução. Observou-se ainda a relação inversa entre a resistividade aparente calculada e a concentração da solução utilizada. Os ensaios de campo foram executados em duas estufas distintas, que utilizam diferentes técnicas de cultivo, localizadas nos municípios de Holambra e Elias Fausto, e não indicaram correlação entre a condutividade elétrica calculada a partir das resistividades obtidas e a condutividade elétricas medidas em laboratório, nas amostras de solo encaminhadas para análise. Foram analisados também os íons Al, Ba, Ca, Cr, Co, Cu, Fe, K, Mg, Mn, Na, Ni, Pb, Zn, e cloretos. Nas duas estufas observa-se correlação entre as condutividades obtidas e alguns dos íons analisados. As diferenças observadas entre as condutividades elétricas calculada e medida, podem estar relacionadas às condições de campo, uma vez que nas duas estufas observou-se porções porosas no solo, a presença de solo argiloso nas estufas, principalmente em Holambra, e à presença dos metais presentes no solo local, conforme mostram os resultados analíticos obtidos. Adicionalmente, durante a realização dos ensaios em laboratório o meio encontrase totalmente saturado, o que não ocorreu nos ensaios realizados em campo, uma vez que na estufa em Holambra o solo estava úmido e na estufa em Elias Fausto apresentava-se bastante seco. As diferenças de umidade também podem ter interferido nos resultados obtidos. Os trabalhos realizados evidenciaram que a minissonda pode ser aplicada para medida de resistividade in situ, porém, seu uso deve se limitar à avaliação de áreas onde o solo é mais arenoso e pouco compactado.
Geophysical methods have been used to define the extension and depth of contaminations caused by organic and inorganic compounds spills. This is because those contaminations change the physical properties of the underground materials. This study presents the tests results performed both in laboratory and field of a small probe that allows the in situ measurement of the resistivity, avoiding the need of installation of monitoring wells and allowing low cost and fast measurements. It consists in a probe with four electrodes according a Wenner array, a current source and two multimeters. It makes possible to take in situ resistivity measurements in different depths while the probe is inserted in the soil. An eventual application for that mini probe would be for evaluation of secondary salinity of the soil. The agro industry, mainly in the São Paulo state, has been using greenhouses to increase the production mainly of fruits and flowers. The irrigation processes used and the microclimate generated in the greenhouse have been causing an increasing salt quantity in the soil. This happens because the natural lixiviation (by the rain) does not occur. That increasing salinization may prejudice the use of such greenhouses for agricultural purposes. Salinization refers to a build up of salts in soil, in the superficial water and groundwater. It may be due to natural process, like e.g. the pedogenesis or the local climate, or it may have a secondary origin, normally related to antropic activities that are capable to modify such property. This study aimed at testing the applicability of the resistivity mini probe to evaluate the secondary salinization of the soil. It was performed firstly in laboratory, using soil samples saturated with NaCl solutions of different concentrations. The results of those experiments showed that the electrical conductivity increases as function of the NaCl concentration and, naturally, the inverse relation with the apparent and calculated resistivity. Field tests were performed in two different greenhouses where distinct techniques are used. They are located in the Holambra and Elias Fausto municipalities. These tests did not indicate correlation between the electrical conductivity calculated from the measures resistivities and the electrical conductivities measured in the soil samples sent to the laboratory. In those samples the ions Al, Ba, Ca, Cr, Co, Cu, Fe, K, Mg, Mn, Na, Ni, Pb, Zn, and chloride were also analyzed. For both greenhouses, some ions presented correlation with the electrical conductivities. The observed differences between the electrical conductivity calculated and measured may be related to the field conditions, since that in both greenhouses the soil was porous (avoiding the perfect coupling of the probe), the presence of clay that sticks in the probe between the electrodes, or the presence of metals in the soil, shown by the chemical analysis. In addition, during the laboratory tests, the soil was completely saturated, what was not the case in the field. In Holambra the soil was wet and Elias Fausto it was completely dry. So, the humidity differences may have interfered in the results. Finally, the tests results showed that the mini probe may be applied to measure the resistivity in situ but, its use may be limited to the evaluation of areas where the soil is more sandy and relatively loose.

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Wengler, Mathias [Verfasser]. "Ermittlung der Belastbarkeitsgrenzen beschichteter Hartmetallwerkzeuge beim Wälzfräsen / Mathias Wengler." Aachen : Shaker, 2017. http://d-nb.info/1139583387/34.

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Dissertations / Theses on the topic 'Wenger'

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